Low-income Students Research Articles

Understanding the Medical Education Experiences of Low-Income Students Through aMaslow's Hierarchy of NeedsLens: An Exploratory Qualitative Study.

Diversity in the physician workforce is critical for quality patientcare. Students from low-income backgrounds represent an increasing proportion of medical school matriculants, yet little research has addressed their medical school experiences. To explore the medical school experiences of students from low-income backgrounds using a modified version of Maslow's Hierarchy of Needs (physiologic, safety, love/belonging, esteem, and self-actualization) as a theoretical framework. We conducted an exploratory qualitative study through in-depth, semi-structured interviews. Forty-two low-income medical students attending US-based MD or DO degree-granting institutions. We conducted a content analysis of interview transcripts using deductive and inductive coding. We discussed our independent analyses to reach consensus and shared findings with a subgroup of participants for member checking. Participants described substantial challenges in meeting their basic needs. Unmet physiologic needs included food insecurity, lack of adequate sleep/rest, and poor mental health. Unmet safety needs included lack of reliable transportation and safe housing; threats to financial safety included debt and aninability to cover both medical education-related and non-medical education-related expenses. Unmet belonging needs included difficulty connecting with peers or participating in financially inaccessible social activities. Unmet respect/esteem needs stemmed from bias from peers, teachers, and institutions. Unmet self-actualization needs were uncommon. Participants felt pride in their medical journey; however, some perceived that their financial struggles hindered them from realizing their full potential. Previously reported attrition and adverse academic outcomes among low-income students may be linked to challenges they experiencetryingto morefully meet important human needs.This finding underscores the need to approach wellness holistically and ensure students do not exist in a prolonged state of unmet needs. Recommendations that accreditation bodies and medical schools could implement to promote tailored support for low-income and other marginalized learners are provided.

Education and happiness: strategies for achieving happiness in the context of educational policy

The problem and the goal. The topic of the relationship between happiness (wellbeing) and education has been immanently present in theoretical (philosophical, political, religious) discourse and in pedagogical practice since antiquity. However, it owes its relevance, first of all, to the value shift from the values of survival to the values of self-expression and positive education, which, at the same time, contributed to a bias in the consideration of this topic: The emphasis on the pros of this relationship and underestimation of its cons. The intention to draw a more balanced picture sets the following aim of the article: to identify the main strategies for happiness achievement and consider them in the context of educational policy. Materials and methods. The theoretical and methodological background includes comparative and discourse analysis, philosophical reflection of the ideas of ancient thinkers and modern Russian and foreign experts in the field of education and happiness, and their connection. The adjusted version of D. Leontiev’s two-level hedoeudaimonic model of happiness serves as a theoretical framework. Results. Two main strategies for happiness achievement have been established – the upward game and the downward game, which the authors, proceeding from M. Joshanloo’s concept, correlate with culturebased concepts of happiness – individualistic (Western) and collectivistic (non-Western). Characteristics and outcomes of these strategies in closed, liberal and conservative educational systems are presented. The problem is that these strategies are implemented by educational systems in a primarily hedonic rather than eudaimonic way, which results in the frustrating nature of the first strategy and the discriminating (academically unsuccessful and/or low–income students) nature of the second. Conclusion. The happiness construct plays a multifaceted role as an ideological instrument of educational policy and, in turn, education plays an equally intricate role in fostering happiness. The topic under discussion is closely intertwined with problems of cultural specificity, social inequality, meritocracy and justice.

Service Learning in the First Year: Enhanced Retention and Graduation Rates for First-Year and Transfer Students from Underrepresented Groups

This study constitutes an assessment of the service-learning program at a minority-serving institution, using data spanning nine years. It focuses on two student populations: those who enrolled as first-time students, and the larger population of students who transferred from other institutions, primarily two-year colleges. Within these groups, we examine the effects of service-learning in the first year on Latinx/Hispanic students, low-income students, and other underrepresented student subpopulations on first-year retention and on graduation rates. Using propensity score analysis with full matching techniques means this study may be considered a quasi-experimental design in the cases for which strong balance is obtained. Results indicate that service-learning increases first-year retention rates, and increases two measures of graduation rates in every case demonstrating strong balance and significance. Results for Hispanic students are particularly notable.

International Education for Low-Income Students: Virtual Exchange and the Academic Success Among Pell-Recipient Community College Students

International Education for Low-Income Students: Virtual Exchange and the Academic Success Among Pell-Recipient Community College Students

A summer bridge program for first-generation low-income students stretches academic ambitions with no adverse impacts on first-year GPA

A large body of research documents the barriers faced by first-generation, low-income (FGLI) students as "hidden minorities" on elite college campuses. Although existing studies show brief psychological interventions can help mitigate some of these obstacles, universities are investing in more intensive interventions that try to both shift mindsets and mitigate structural disadvantages in FGLI students' academic preparation. In collaboration with the administrators at a highly selective university, we conducted a randomized controlled trial of a summer bridge program targeted at FGLI students. During summers between 2017 and 2019, we randomly selected 232 out of 418 first-generation or low-income students and invited them to attend an intensive, six-week-long residential summer program featuring courses for academic credit. Students randomized to the control group either interacted with online content offering no academic credit or had no summer intervention. Our preregistered analysis shows that the program encouraged FGLI students to pursue a more ambitious first-year program, increasing the proportion of nonintroductory courses by 7 percentage points. The program also increased the proportion of courses taken for a grade rather than as pass-fail by 6 percentage points. These improvements were accompanied by no discernible impact on first-year grade point averages (GPAs) and academic withdrawal. The findings show the potential to academically integrate FGLI students into selective university communities.

Process of Inclusion of Students From Ethnic Communities In Conventional University Education

This study aimed to analyze the inclusion process for students from the Awajún and Wampis ethnic communities within conventional university education in Peru. A case study design with an interpretative qualitative approach was employed. Data were collected using semi-structured, in-depth interviews with five students—three from the Awajún community and two from the Wampis community—selected through convenience sampling. Additionally, two life histories were documented to provide deeper insight into the students' experiences. The findings indicated that the inclusion process for Awajún and Wampis students is influenced by significant economic, linguistic, and cultural challenges. However, some supportive factors were identified, such as peer feedback, solidarity among students, and financial assistance from the State through the Beca 18 scholarship program. This program, established in 2013, aims to provide financial support to low-income students from rural areas to facilitate access to higher education. Despite these supportive mechanisms, the study concluded that a genuine and comprehensive inclusion process for students from ethnic communities remains lacking. This gap is attributed to the inability of conventional universities to foster dialogic communication that equally values diverse cultural knowledge. The main limitation of this study was the language barrier and communication differences, which may have impacted the depth of understanding of the students' expressions. Future research should involve interviewers proficient in native languages to ensure richer data collection. This study contributes to the limited body of research on the inclusion of students from ethnic communities in conventional universities, offering unique insights from the students’ perspectives.

Minority, Low-Income Students: Study Abroad and Global Studies Experiences

International education has focused on the learning processes of minority, low-income college students and learners of color. This study analyzes the experiences of nine minority, first-generation U.S. undergraduates from a four-year college in the southeastern U.S. who pursued study abroad and Global Studies during 2015-2022. Global Studies is an enrichment opportunity offered to students to build their linguistic and intercultural competence. Closed-ended questionnaires, semi-structured interviews, and course materials were collected. Canagarajah’s (2013) notion of transcultural practice, in conjunction with Kramsch’s (2009) concept of symbolic competence and Norton’s (1995) theory of investment were used to explore these students’ experiences while interacting with the target language and culture. The findings reveal how the student participants’ linguistic and sociocultural identities developed as they negotiated their different positionings. Students demonstrated a newfound meaning and symbolic value in the language and culture that they engaged with. Students’ reflections on issues of inclusiveness and social justice are discussed. Abstract in Spanish La educación internacional se ha enfocado en los procesos de aprendizaje de los estudiantes universitarios de color de bajos ingresos. Este estudio analiza las experiencias de nueve estudiantes universitarios estadounidenses de primera generación, pertenecientes a minorías, de una universidad de cuatro años en el sureste de los EE. UU. Estos estudiantes realizaron estudios en el extranjero y “Global Studies” (Estudios Globales) durante el período 2015-2022. Global Studies es una oportunidad de enriquecimiento que se ofrece a los estudiantes para desarrollar su competencia lingüística e intercultural. Se recopilaron cuestionarios demográficos, entrevistas semiestructuradas y materiales del curso académico. La noción de práctica transcultural de Canagarajah (2013), junto con el concepto de competencia simbólica de Kramsch (2009) y la teoría de la inversión de Norton (1995) se utilizaron para explorar las experiencias de estos estudiantes mientras interactuaban con la lengua y la cultura extranjera. Los hallazgos revelaron que las identidades lingüísticas y socioculturales de los participantes se desarrollaron a medida que negociaban sus diferentes posiciones. Los estudiantes identificaron un nuevo significado y valor simbólico en el idioma y la cultura con los que interactuaron. Se discuten las reflexiones de los estudiantes sobre cuestiones de inclusión y justicia social.

Complicating the “Suburban Advantage”: Examining Racial and Gender Inequality in Suburban and Urban School Settings

This article investigates the racial and gender dynamics of educational inequality in suburban public schools in the United States during an era of rapid demographic change. As suburban schools transition from predominantly White enclaves to more diverse settings, it is unclear to what extent the popular narrative of “suburban advantage” holds for newcomers. Using a longitudinal data set of majority non-White, lower-income students (the Future of Families and Child Wellbeing Study), we explore how these students fare compared to urban counterparts during this transformative period. Our findings suggest that suburban schools are higher resourced than their urban counterparts, yet there are minimal urban–suburban differences in educational outcomes after accounting for individual and family characteristics. Furthermore, we reveal disparities in urban–suburban differences by race and gender. Our research challenges narratives that treat suburban institutions as monoliths and suggests the purported advantages of suburban schooling are not conferred uniformly to all students.

School Transportation as Social Capital: Suburban School Leaders at the Wheel of Equitable Access

The roots of opportunity gaps in suburban schools often lie hidden in widely-accepted operational practices. Despite the importance of the informal curriculum to social capital development, suburban leaders sometimes underestimate how transportation restrictions can bar access to resources that are critical to advancing their Black, Brown, and lower-income students. This case illuminates how racism, classism, and housing segregation worked synergistically to create marginalizing transportation conditions in a majority-White suburban high school, and how the social-emotional impact ultimately led to the exclusionary discipline of two students. It addresses how race-neutral policies and deficit cultures contribute to unjust treatment of minoritized students, and underscores the need for suburban leaders to become racially literate and advocate for practices that ensure equitable access to capital-building resources for every student.

Need-Based Promise Programs, Performance Funding Bonuses, and the Enrollment of Low-Income Students

Certain statewide promise programs require students to demonstrate financial need, while state performance funding policies sometimes incorporate a financial bonus that incentivizes colleges to enroll or graduate low-income students. We use data on public, 4-year colleges from 2007–2008 to 2019–2020, and incorporate difference-in-differences analyses and event studies. We find that colleges affected by promise programs in Louisiana, New York, and Washington observed no changes to the number and percent of first-time, full-time (FTFT) Pell grant recipients. Colleges in states subject to a performance funding bonus experienced no changes to the number and percent of FTFT Pell grants recipients, and colleges in Louisiana subject to both policies experienced no changes to either outcome.

Leveling Up: An Academic Acceleration Policy to Increase Equity in Advanced High School Course Taking

Taking advanced courses in high school predicts many positive outcomes, yet low-income students and students who identify as Black and Hispanic are underrepresented. Policies such as “algebra for all” that accelerate middle school students into advanced courses are well-studied, but little is known about newer academic acceleration policies that target older students. Between 2014–2015 and 2016–2017, 72 districts in Washington implemented Academic Acceleration policies, which identified proficient 11th- and 12th-grade students for automatic acceleration into AP, IB, and other dual credit courses. We used difference-in-differences models to examine changes in advanced course enrollments, GPAs, and high school graduation between districts that began implementing the policy at different times. We found advanced course enrollment increased and became more equitable postpolicy.

Teaching for Social Justice: How Educators Address Inequalities in STEM Education

Inequalities in STEM education remain a persistent issue, disproportionately affecting underrepresented groups, including women, minorities, and low-income students. This study aims to explore how educators address these inequalities through social justice frameworks in their teaching practices. Grounded in theories of culturally relevant pedagogy and critical pedagogy, the research investigates the role of teachers as key agents in promoting equity in STEM classrooms. A systematic literature review was conducted, drawing from case studies, academic articles, and policy reports, focusing on strategies that educators use to create more inclusive and supportive learning environments. The findings reveal that educators utilize a range of methods, such as differentiated instruction, inclusive curriculum design, and culturally responsive teaching, to address disparities in STEM education. However, significant challenges, including limited resources and inconsistent institutional support, hinder full implementation. This paper highlights the importance of teacher agency and the need for professional development programs that equip educators to better address social justice in STEM education. It contributes to existing literature by providing a comprehensive analysis of best practices while identifying gaps in research on long-term impacts and global applicability.

The Strengths of People in Low-SES Positions: An Identity-Reframing Intervention Improves Low-SES Students’ Achievement Over One Semester

Students from low-socioeconomic status (SES) backgrounds such as first-generation or low-income students are often portrayed as deficient, lacking in skills and potential to succeed at university. We hypothesized that such representations lead low-SES students to see their SES-identity as a barrier to success and impair achievement. If so, reframing low-SES students’ identity as a source of strength may help them succeed. Testing this hypothesis in a highly scalable form, we developed an online low-SES-identity-reframing exercise. In Experiment 1 (N = 214), this exercise helped low-SES students to see their SES-identity more as a source of success and boosted their performance on an academic task by 13%. In Experiment 2, a large randomized-controlled intervention field experiment (N = 786), we implemented the identity-reframing intervention in a university’s online learning program. This improved low-SES students’ grades over the semester. Recognizing the strengths low-SES students bring to university can help students access these strengths and apply them to schooling.

Unequally distributed education impacts of ecosystem degradation: Evidence from an invasive species

Ecosystem degradation can have substantial social and economic costs, which may vary across groups in society. In this paper, we leverage variation from the introduction of the emerald ash borer beetle to explore how invasive species-induced declines in environmental quality impact education outcomes in a metropolitan setting. Exploiting the idiosyncratic and staggered spread of the ash borer throughout the Chicago Metropolitan Region from 2006 to 2014, we show that infestation led to declines in tree cover and subsequently, education outcomes. Our findings indicate that ash borer infestation reduced canopy cover in affected areas, stemming from both increased tree cover loss and declines in tree cover gain. Further, the ash borer reduced standardized test performance at exposed schools. Infestation exposure led to an average of 1 percentage point (1.22%) fewer students that met or exceeded the state’s testing benchmark at the typical school. While exposure to ash borer infestation was lower around low-income schools, education impacts were concentrated almost entirely among low-income students. This work adds to our understanding of the environmental drivers of education outcomes and the unequally distributed impacts of human-induced environmental change.

Evaluation of Academic Enhancement Program for Low-Income Students in Rural Malaysia

Malaysia National Science, Technology and Innovation policy 2021-2023highlighted thatScience, Technology, Engineering and Mathematics (STEM) Education plays an important role for Technical and Vocational Education and Training (TVET). Many countries are now keen on integrating STEM into TVET education to maintain competitiveness and prepare the workforce to be more effective and productive in the knowledge-based economy. Penang Regional Development Authority (PERDA) initiated the B40@PERDA Academic Enhancement Programme to enhance the academic performance of primary and secondary school students from the B40 group, focusing on critical subjects.The study aims to evaluate the program's effectiveness and gauge student and teacher satisfaction. Using a quantitative approach, data were collected via questionnaires from students and teachers at various educational institutions. Respondents were randomly selected to ensure accurate representation. Analysis results showed that more than 95% of primary school students achieved the minimum proficiency level in EMAS with a minimum of 10% reaching the highest proficiency. For secondary school students, at least 50% attained at least a C grade in EMAS and 45.77% did so in Elective Science subjects (Physics, Chemistry, Biology, and Additional Mathematics). This study concluded that the B40@PERDA programme significantly improves EMAS proficiency among rural students and helps reduce dropout rates in these subjects. Furthermore, this programme is crucial for fulfilling the minimum requirements for TVET. By enhancing proficiency in critical subjects such as English, Mathematics, and Science, the B40@PERDA Programme ensures that students are better prepared for TVET pathways, ultimately contributing to their future career opportunities and the development of skilled labor in the region.

EDUCATION AND TECHNOLOGY IN GHANA: UNDERSTANDING THE CENTRALITY OF TECHNOLOGY INTEGRATION IN THE CLASSROOM AND BEYOND

The study aimed to conduct a systematic review of literature on the nature of technology integration in education. The researchers found five major areas in the literature that appeared to give policymakers guidance on how to incorporate technology into the teaching and learning process. These areas were understanding and using new technologies, funding of technologies in education, teacher preparedness in ICT integration, safeguarding ICT and perceived use in school as well as the impact of stakeholders in ICT integration. The study used the narrative review and documentary analysis approach in order to determine the essential factors of a successful technology integration strategy, examine the difficulties educators and learners have while utilising ICT in the classroom and offer recommendations on how to use technology to enhance learning outcomes. The study considered Technology Acceptance Model (TAM) by Davis (1989) and the Diffusion of Innovations by Rogers (2003) as the theoretical framework. The study recommends that Ghanaian educational institutions must embrace and successfully integrate technology in the classroom and in larger educational contexts, given the growing reliance of society on digital tools resources. Again, infrastructure in technology such as computers and tablets, consistent internet connectivity, and backup power sources in places with erratic electricity, need to be given a priority by the government and educational stakeholders. Other priority actions required are prioritising community technology centres, giving low-income students access to subsidised internet connection, and supplying subsidised gadgets.

ESTUDOS SOBRE DESIGUALDADES EDUCACIONAIS NO BRASIL: UMA ANÁLISE SOBRE ALGUNS ESTUDOS DE DESIGUALDADES NA EDUCAÇÃO BÁSICA NO BRASIL

This article presents an analysis of selected studies on educational inequalities in Basic Education in Brazil, addressing the main dimensions of these inequalities, such as socioeconomic, regional, racial, gender factors, and access for people with disabilities. Through a literature review of renowned authors, this work discusses the causes and consequences of educational inequalities and suggests possible solutions to promote more equitable and inclusive education. Socioeconomic inequality is identified as a significant factor, affecting school performance and dropout rates among low-income students. Regional inequalities are also highlighted, emphasizing the disparities between the North and Northeast regions and the more developed Southeast and South regions. Racial analysis reveals ongoing discrimination that hinders black and indigenous students, while gender inequalities, though less pronounced in terms of access, still affect girls' educational and professional choices. Additionally, the inclusion of students with disabilities remains a challenge due to the lack of adequate infrastructure and specific teacher training. The exacerbated impact of the COVID-19 pandemic is addressed, highlighting the digital divide and the need for effective public policies. Programs such as Bolsa Família and the National School Feeding Program (PNAE) are cited as positive measures, although insufficient without equitable resource allocation. The analysis concludes that a multifaceted and inclusive approach is essential to address the various forms of inequality in Basic Education in Brazil, aiming to ensure that all students have access to quality education, regardless of their socioeconomic, regional, racial, gender, or disability status.

Lau v. Nichols revisited: unveiling dual language program disparities in California for Asian students and marginalized communities

California has witnessed substantial growth in multilingual programs over the past half-century since the foundational Lau v. Nichols decision, with one in seven public schools statewide offering such programs for students. Likewise, the rapid rise in California’s Asian population, as well as the increase in both overall racial diversity and socioeconomic disparities across the state, have influenced dual language bilingual education discussions. Commemorating the fiftieth anniversary of the Lau decision, this study examines the impact of school and community characteristics on the availability of dual language programs in California public schools, with particular focus on the state’s Asian student population. Employing logistic regression analysis to delve into the American Community Survey and California Department of Education datasets, the study specifically examines how student demographics and school characteristics (e.g., grade level, charter, and magnet status), as well as community features (e.g., the share of foreign-born populations and median household income), are associated with the offering of dual language programs in California schools. Despite the considerable growth of the state’s Asian American population, the study could not find a meaningful connection between Asian representation and the provision of dual language programs. In addition, the results reveal severe equity concerns regarding low-income students’ access to dual language programs. Charter schools also tend to underutilize dual language programs compared to their non-charter counterparts. Based on the study’s findings, we raise concerns regarding why the presence of Asian students cannot be better leveraged as a driving force for implementing dual language programs in California’s public schools and highlight the persistent disparities faced by economically disadvantaged students.

Trajectories of advanced math taking for low-income students of color in middle and high school

Differential access to and enrollment in advanced mathematics for historically underrepresented groups is a pervasive problem in education, however, research has primarily focused on achievement rather than access. This necessitates an examination of who is accessing advanced coursework and what differentiates the course trajectories students follow across middle and high school. We utilized data from a large (N = 18,841), majority Latinx (57.6 % Latinx, 35.5 % Black, 6.1 % White/Other, and 0.6 % Asian/Pacific Islander) and low-income (77 % free/reduced-price lunch) sample of students followed longitudinally from middle through high school. Latent class analysis (LCA) categorized students into 6 classes representing commonly followed pathways of advanced math course taking from grade 6 to 12. Multinomial logistic regression was used to connect individual demographics, school readiness skills, and prior achievement variables to the likelihood of being assigned to a particular class. Prior academic performance was most strongly related to advanced math pathway assignment, but even controlling for this, gender, disability status, and cognitive and fine motor skills at age 4 also impacted the math pathway a student was likely to follow in middle and high school. Race/ethnicity was a significant differentiator only when comparing the two most advanced pathways. These findings highlight the importance of early school readiness skills and demonstrate how early opportunity gaps impact later student outcomes. Tailored intervention and supports are necessary to ensure equitable access to coursework which expands a student’s opportunities and chances for postsecondary success.

Screening Teachers Effectively Across Roles and Classrooms

A growing literature points to the conclusion that information collected while screening applicants has the potential to improve teacher hiring decisions. However, this work sheds little light on the extent to which the predictive validity of screening assessments varies across teacher types or teaching contexts. The author uses information on applicant teachers’ performance on prehire screening assessments in the Los Angeles Unified School District to see whether the relationship between performance on specific screening assessments and the outcomes of hired teachers varies across teacher types or student characteristics. The author finds little evidence that the predictive validity of screening instruments varies between elementary or single-subject teachers, or when teachers serve larger proportions of low-income students or English learners. However, the author finds suggestive evidence that screening instruments predict teachers’ outcomes somewhat differently in special education contexts. Taken as a whole, these results suggest teacher screening systems do not need to be highly differentiated to be useful or can be adapted relatively easily. This bolsters the case for using prehire screening to improve teacher quality and may also indicate the skills and attributes that define teacher quality are largely similar across roles and contexts.