Abstract
Low-income students have historically struggled in applying to colleges, especially liberal arts colleges. However, presently low-income students have had significantly more access to university due to changes in admission policies; the largest challenges now facing low-income students are during their time at university, where they struggle to maintain similar retention rates and comparable social and academic integration when compared to wealthier peers. In this research, I examined Grinnell College as a case study of liberal arts colleges as it is an interesting example due to no significant differences in average GPA or retention rates between social classes. I used an explanatory, sequential mixed-methods design to explore the experiences of low-incomes students at liberal arts colleges, focusing on belonging. I found that low-income students, despite claiming to belong at similar rates to wealthier peers, express narratives of difference where they have distinctly different experiences from wealthier peers. Differences included but are not limited to distinctive interpersonal relationships with faculty, staff, and peers, and low-income students’ lower participation levels in social events. However, despite these differences, low-income students often “work the system” to equalize their differences. Based on my findings, I propose a 7-point plan for improving the experiences of low-income students at liberal arts colleges. Erratum Added Appendices 10/15/18 Faculty Sponsor: Sharon Quinsaat
Highlights
Facing financial, informational, and academic insufficiencies, low-income students (LISs) have historically had less access to higher education
My research examines the sense of belonging in relation to social class by asking: Does social class influence belonging at liberal arts colleges (LACs)? If it does, how do LISs belong? When students claim to belong, what narratives are shared? To what extent does social class matter? The research albeit in lesser detail, grapples with questions such as: What are the struggles of acclimating to the elite college atmosphere? When at college, to whom do LISs turn for support? And if any are present, how do LISs perceive these relationships? Based on my review of the literature, I hypothesize three likely outcomes
LISs will less often belong at LACs, and will be less involved in student activities and extracurriculars, have fewer friends, and maintain poorer faculty and staff relationships
Summary
Informational, and academic insufficiencies, low-income students (LISs) have historically had less access to higher education. For LISs, those without the social and cultural capital to understand the differences among institutions of higher education, LACs are a place of privilege. They are an education developed by and for wealthier students, an education that does not contribute to their individual career goals or future plans. Retention: A Function of Social and Economic Integration As LISs have seen considerable increases in access to college, the primary challenges LISs face during their time at university are retention, academic success, and social integration. A lack of resources and support are the most common explanation for LISs dropping out
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