* 1944- G.I. Bill allowed men from a low socioeconomic status to receive a college degree for the first time
* 1954- Brown v. Board of Education mandated that public schools be open to those of all races
* (1958- National Defense Education Act increased federal funding for students in order to compete with the world
* 1950’s higher educational opportunities were focused on those students who showed promise
* 1960’s education was focused on equal opportunities for all
* 1964- National War on Poverty was declared to increase social welfare in areas such as health care and education
* 1965- Higher Education Act was implemented to help low income student with things such as the supplemental education opportunity grants, guaranteed student loans (GSL) and the work study program.
* 1972- Pell Grants were added to the available aid for students
* 1978- Middle Income Student Assistance Act provided aid to those students who did not fall in the lower socioeconomic status
* 1981- Omnibus Reconciliation Act reduced support for Pell Grants and restricted GSL
* 1991- Aid was reinforced again by expanding on GSL, Pell Grants and Work Study
* 1990s-today Retention is the focus of higher education systems while continue to work towards providing the financial means for those that are considered of lower income status
Challenges
* Lack of financial resources
* Lack of knowledge surrounding college environment
* High academic expectations (institutional and familial)
* Bureaucratic operations
* Lack of academic preparation
* Lack of family support
Aspects to Consider when working with these students
Statistics
* Those students that come from families with lower income are less likely to earn a bachelors degree (even if the academic preparedness is the same throughout)
* This demographic of students is more likely to be concentrated in a two year institution- there is a lack of support in four year institutions.
* There is a lack of knowledge about time management and finances
* Students from lower socioeconomic stats are less likely to be faced with a welcoming atmosphere on campus.
* Often managing between two cultures- one at home and one on campus
* When a student is compounded with being low income status, an ethnic minority along with being a first generation student they have a very difficult time adjusting and retention rates are low (first generation and low income are often coupled)
* Are less prepared academically with lower critical thinking skills, SAT scores and high school GPAs
Programs
* Admissions: become aware of the needs of the student before they arrive and are able to provide support throughout college life (such things as learning communities)
* Providing support to mitigate between home and campus culture, by also providing a more welcoming campus environment
* Structured first year programs have shown a high retention rate which includes pre-college prep, intrusive advising process throughout academic year, provide academic support services for classes, build cohesion among classmates and implement a strong message of success.
* Provide financial and emotional support
References
Baum, S. (1987). Financial Aid to Low-Income College Students: Its History and Prospects. Institute for Research on Poverty .
Berg, G. (2010). Low-Income Students and the Perpetuation of Inquality. Surrey, UK: Ashgate.
King, J. E. (1996). Attitudes and Experiences Associated with College Attendance among low-income students. College Board .
Thayer, P. (2000). Retention of Students from First Generation and Low Income Backgrounds. The Journal of Council for Opportunity in Education .
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