Abstract
Education is one of the most effective ways to eradicate and reduce poverty, helping to eliminate it as well as to promote social mobility. Although universities have been extensively established in Taiwan, the country still faces the problem of a large difference in students’ academic ability and a widening gap in educational resources among families. This study mainly explored whether the strategy of encouraging learning instead of working for disadvantaged students is helpful to their learning effectiveness. The research samples were collected from the data of college students who participated in the higher education SPROUT project of Taiwan’s Ministry of Education. This study enrolled a total of 752 students categorized as disadvantaged. The results found that those students who participated in the project usually devoted more time to study and schoolwork, and so they passed more subjects in the schoolwork with better overall performance in learning. They also obtained the required licenses for employment and more student subsidies to improve their lives. Therefore, the conclusion of this study is that by participating in multiple counseling mechanisms such as schoolwork counseling, license counseling, or career counseling arranged by universities, disadvantaged students can increase their study time, which not only improves their schoolwork learning effects but also enhances their employability.
Highlights
The United Nations (2020) has pointed out that nearly 260 million children worldwide were unable to go to school normally in 2018, with poverty and discrimination as the main causes of education inequality
The conclusion of this study is that by participating in multiple counseling mechanisms such as schoolwork counseling, license counseling, or career counseling arranged by universities, disadvantaged students can increase their study time, which improves their schoolwork learning effects and enhances their employability
405 students participated in the higher education SPROUT project, including 230 males (56.79%) and 175 females (43.21%), with an average age of 22.35 years old (STD 4.22)
Summary
The United Nations (2020) has pointed out that nearly 260 million children worldwide were unable to go to school normally in 2018, with poverty and discrimination as the main causes of education inequality. UNESCO reported that in many countries, children from poor communities, girls, people with disabilities, immigrants, and ethnic minorities are in a severely disadvantaged position in regard to education. 17% of global school-age children, with poverty as the main reason for their failure to go to school, and most of them live in South Asia, Central Asia, and Southern Africa [1]. The reasons for the term “disadvantaged” may be nationality, ethnic group, economy, culture, language, region, or other factors. The factors leading to students being at a disadvantage are diverse and complex, and so one of the main topics often discussed is being economically disadvantaged—that is, the problem of “poverty” [2]. Parents with high socioeconomic status can provide cultural
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
