By Adrianna Kezar
Written for directors, college, and employees in larger schooling who're operating with low source of revenue and first-generation students, Recognizing and Serving Low-Income scholars in greater Education uncovers organizational biases that hinder post-secondary associations from safely serving those scholars. This quantity deals useful advice for adopting new or revised guidelines and practices that experience the aptitude to aid those scholars thrive.
This contributed quantity is predicated on empirical experiences that particularly learn the rules and practices of postsecondary associations within the usa, England, and Canada. The contributing authors argue that discussions of variety could be enriched by way of a greater realizing of ways institutional rules and practices have an effect on low-income scholars. in contrast to so much experiences in this subject, this quantity makes a speciality of institutional instead of federal, nation and public coverage. Institutional guidelines and practices were principally neglected and this quantity lifts the veil on procedures that experience remained hidden.
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Extra resources for Recognizing and Serving Low-Income Students in Higher Education: An Examination of Institutional Policies, Practices, and Culture
Sample text
Thinking through a post-structuralist lens, different types of students may experience housing policies in unique ways and different campuses will have varying cultures. Therefore different subgroups of low-income students should be considered when developing policy and campuses should review their history and local culture as they craft housing arrangements. As a result of this rethinking, campus leaders might propose housing as optional, may try to create a housing unit that groups people from similar backgrounds, or link low-income students with staff or faculty mentors to help them better adjust to housing.
It offers strategies and perspectives for rethinking institutional policies and practices to serve low-income students. Post-structural theory has been used by feminists and critical race theorists to demonstrate how the underlying structures of colleges and universities (as well as other institutions) privilege men or White people and simultaneously create barriers for women or people of color (McIntosh, 1988; Weedon, 1987). The same arguments and evidence can be helpful in demonstrating the way colleges and universities support the interests of wealthy students and highlighting practices and policies that create barriers for low-income students.
Middle- and high-income students have money for extracurricular and co-curricular activities that are considered important to social integration and success in college. 6. Middle- and high-income students can think about and choose among enriching educational experiences such as study abroad, volunteer work, or internships. 7. Middle- and high-income students do not have to think about working 20 or more hours a week (in fact low-income students typically work over 35 hours) to pay for the basics of food and shelter.