Low-income Students Research Articles

Validating the Group-Based Medical Mistrust Scale with English and Spanish Speaking Latino Parents of Adolescents.

Medical mistrust can be a barrier to health care utilization. While the Group-Based Medical Mistrust Scale (GBMMS) has been validated among diverse populations, we know little about its psychometric performance among English-Speaking (ES) and Spanish-Speaking (SS) Latinos. We aim to examine the factor structure of GBMMS among Latino parents and explore whether scale latent factor structures would be different across preferred languages. Parents of adolescents participating in an urban academic enrichment program for low-income students completed an online survey as part of a cross-sectional study about Human Papillomavirus (HPV) prevention. We tested the validity of the GBMMS in ES and SS respondents and performed exploratory factor analysis to identify latent factors. We examined scale scores, item means, item endorsement, and residual variance across language groups. 2-factor latent structure was identified for both ES and SS groups; factors were labeled as 'Suspicion' and 'System-wide discrimination.' Scale validity was better among SS (α = 0.76). Medical mistrust scores did not vary across language groups, but variation emerged in item endorsement by language. Our results suggest that the factor structures of the medical mistrust construct, measured by the GBMMS, are similar across ES and SS Latinos and that the GBMMS is valid for both populations. High factor pattern loading reflects a shared mistrust of how health care systems view and treat people of their racial/ethnic background, independent of their preferred languages. Measurement of medical mistrust and identifying its underlying causes are needed within diverse populations to fully address structural- and community-level influences on health inequities.

Perceived Coping Mitigates Anxiety Symptoms in the Context of COVID-19 Stress in an Urban University Student Sample.

Perceived coping and its two subprocesses, trauma-focused coping (finding meaning in the details and memory of a potential trauma or stressor) and forward-focused coping (focusing on planning for the future) have been shown to be important in the context of potentially traumatic events. The COVID-19 pandemic and its associated stressors have negatively impacted population mental health, and preliminary investigations have demonstrated the importance of perceived abilities to cope during the pandemic. The current study sought to examine the potentially moderating role of each subprocess on the relationship between stress and anxiety symptoms in a low-income student sample during COVID-19 (N = 2364). We computed two hierarchical multiple linear regressions to assess for significant interactions between stress and perceived coping subprocess scores on anxiety outcomes. Our results demonstrated that both trauma-focused coping and forward-focused coping served as effect modifiers in the relationship between COVID-19related stress and anxiety. Such findings highlight the importance of interventions that incorporate both forms of coping for low-income students during a chronic stressor.

The Pandemic's Impact on Underserved Students' Technology Access and Course Progress

The pandemic hindered students’ access to technology by exacerbating the digital divide, particularly for those from underserved populations, such as students of color and low-income students. This case study focuses on the unique experiences of information systems students drawn from a population of underserved students, one year after the pandemic’s onset. The study examines whether the students’ perceptions of their access to technology and progress in technology courses is consistent with early literature on the pandemic. Pedagogical suggestions are provided to help faculty mitigate the negative factors that students described as hurting their progress in technology courses. Contrary to the initial literature on the pandemic, the majority of students reported no difficulty accessing technology. Surprisingly, the slight majority of students felt the pandemic had no impact or a positive impact on their technology course progress. The broad implication for the field of technology education is that the digital divide is not necessarily deepening one year into the pandemic.

Career Development in Highly Sex-typed Postsecondary Vocational Technical Education Programs: A Social Cognitive Analysis

Using social cognitive career theory (SCCT), we examined the career development of students in sex-typed postsecondary Vocational Technical Education (VTE) programs in the Chilean context. We assessed the moderating effects of students’ socioeconomic background, sex, membership to the sex-atypical group, and the intersection of these attributes across SCCT measures and the model’s predicted relationships. The results showed that students in sex-atypical careers, particularly low-income students, perceived supports and barriers differently, and that supports and barriers have different effects on self-efficacy and outcome beliefs. We also found differences between female and male students in these careers path, which suggests that the former face more challenges. However, we also found that their career development process unfolds similarly, suggesting that strategies designed to support these groups may be equally helpful for female and male students. We discuss the findings in light of prior literature and offer practical implications for VTE institutions.

School Social Work: Challenges and Opportunities

Scholars who have focused on the history of school social work have addressed different points in time when the profession has faced challenges such as contracted funding for social services, school violence, and corporate or neoliberal reform efforts that have exasperated inequities for minoritized and low-income students (Phillippo & Blosser, 2013; Ravitch, 2010; Villarreal Sosa et al., 2017). During my tenure as Editor-in-Chief, school social work practitioners and scholars faced another moment of reckoning and crisis. I assumed the role of Editor-in-Chief during the Trump presidency and its aftermath, with a national climate of increased and unleashed xenophobia, racism, white supremacy, and policies that violated human rights of children. During this time, the nation lived through widespread protests in support of Black lives and challenged the racialized police violence and murders of Black men and women. Educators and school social workers have continued to face the...

Virtual Learning in a Pandemic and Its Effects on Lower-Income Students: How the Education Gap is Widening Beyond Repair

Virtual Learning in a Pandemic and Its Effects on Lower-Income Students: How the Education Gap is Widening Beyond Repair

Engaging youth in global health and social justice: a decade of experience teaching a high school summer course

ABSTRACT Background Education and training in global health and social justice is crucial to ensuring the next generation of health professionals are poised to tackle the pressing issues of our time. Objectives To develop and implement an intensive summer course on global health and social justice for high school students at the University of Southern California. Methods This paper reviews the course aims and curriculum, its implementation both onsite and online, and reports on student course evaluations and long-term student outcomes. Results Student satisfaction with the program was extremely high, which endured when the course went virtual during the COVID-19 pandemic. The most popular elements of the course included interactive, game-based activities and guest speakers. Many students reported that the course motivated them to pursue higher education and careers in global health or related fields. Conclusions More universities should consider offering summer programs or other extension programs targeting high school students in order to meet the increasing demand for global health education. Recommendations for implementing global health courses for younger learners include having an interdisciplinary focus with a range of topics and diverse perspectives; provision of scholarships to allow low-income students and students from abroad to participate; prioritizing the integration of active learning and experiential educational opportunities; and incorporating debriefing and reflection as integral parts of learning.

Boosting college prospects among low-income students: Using self-affirmation to trigger motivation and a behavioral ladder to channel it.

Access to college for students from low-income families is disproportionately low because of many factors. A targeted intervention that addresses social psychological factors is introduced in the present paper. It is hypothesized that the steps needed to go to college-applying for college and applying for financial aid-can be blocked by both psychological and behavioral friction. The psychological friction arises from the threats to self-integrity that low-income students experience when considering attending college. Behavioral friction takes the form of institutional and bureaucratic barriers that students must overcome to apply to college and for financial aid. Two interventions are tested separately and in combination to address these dual barriers. A self-affirmation intervention in which students wrote about important values aimed to alleviate threats to self-integrity; and a behavioral ladder intervention that provided a series of timely reminders or "nudges" and accompanying strategies to students through a mobile application (app) at key decision points along the college admissions process addressed behavioral friction. Students who received the behavioral ladder made further progress along the college admission pipeline based on official records, an effect that was apparent only in the affirmation condition. These results illustrate the efficacy of combining "wise" interventions to address discrete barriers, the importance of tailoring and timing intervention content to key points of friction, and the potential of mobile technology to facilitate both objectives. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

Post-purchase Federal Financial Aid: How (in)Effective is the IRS's Student Loan Interest Deduction (SLID)in Reaching Lower-Income Taxpayers and Students?

Federal financial aid policies for higher education may be classified based on their “for-purchase” and “post-purchase” natures. The former include grants, loans, and workstudy and intend to help students finance or afford college attendance, persistence, and graduation. Post-purchase policies are designed to minimize financial burdens associated with having invested in college attendance and are granted as tax incentives/expenditures. One of these expenditures is the IRS’s Student Loan Interest Deduction (SLID)—which offers up to $2500 as an adjustment for taxable income based on having paid interest on student loans and has an annual cost of $12.81 billion—about 45.7% of the Pell grant cost. Despite this high cost, SLID has remained virtually unstudied. Accordingly, the study’s purpose is to assess how (in)effective SLID may be in reaching lower-income taxpayers. To address this purpose, we relied on an innovative analytic framework “multilevel modelling with spatial interaction effects” that allowed controlling for contextual and systemic observed and unobserved factors that may both affect college participation and may be related with SLID disbursements over and above income prospects. Data sources included the IRS, ACS, FBI, IPEDS, and the NPSAS:2015–2016. Findings revealed that SLID is regressive at the top, wealthier taxpayers and students attending more expensive colleges realize higher tax benefits than lower income taxpayers and students. Indeed, 75% of community college students were found to not be eligible to receive SLID—data and replication code (https://cutt.ly/COyfdKC) are provided. Is this the best use of this multibillion tax incentive? Is SLID designed to exclude the poorest, neediest students? A policy similar to Education Credits, focused on outstanding debt rather than on interest, that targets below-poverty line students with up to $5000 in debt, would represent a true commitment, and better use of public funds, to close socioeconomic gaps, by helping those more prone to default.

COVID-19, college academic performance, and the flexible grading policy: A longitudinal analysis

I use an unbalanced panel of over 11,000 academic records spanning from Spring 2017 to Spring 2020 to identify the difference in effects of the COVID-19 pandemic across lower- and higher-income students’ academic performance. Using difference-in-differences models and event study analyses with individual fixed effects, I find a differential effect by students’ pre-COVID-19 academic performance. Lower-income students in the bottom quartile of the Fall 2019 cumulative GPA distribution outperformed their higher-income peers with a 9% higher Spring 2020 GPA. This differential is fully explained by students’ use of the flexible grading policy with lower-income ones being 35% more likely to exercise the pass/fail option than their counterparts. While no such GPA advantage is observed among top-performing lower-income students, in the absence of the flexible grading policy these students would have seen their GPA decrease by 5% relative to their counterfactual pre-pandemic mean. I find suggestive evidence that this lower performance may be driven by lower-income top-performing students experiencing greater challenges with online learning. These students also reported a higher use of incompletes than their higher-income peers and being more concerned about maintaining (merit-based) financial aid.

Contraception information on the websites of student health centers in the United States

ObjectiveAs University Student Health Centers are considered reputable sources of information by many young adults, we evaluate the presence of contraceptive information on their websites. Study DesignWe used a software tool (Quantitative Measures of Online Health Information), designed for public health research to examine online information access on four broad categories of contraception and reproductive health (LARC/injectables, Contraception, Condom, Pap test) on student health center websites from all (591) public four-year universities across the United States between July to September 2020. Using a logistic regression model, we documented factors that are associated with information disparities. ResultsOur sample consisted of 545 public universities after excluding those for which information was unavailable. In 357 (66%) of the universities in our sample, we found evidence of some information related to contraception. A one percentage point increase in the student population that are Pell grant recipients, an indicator of the proportion of low-income students enrolled, is associated with a 3% to 6% (0.01<p<0.05) decrease in the odds of the presence of contraception information. A one percentage point increase in the student population that is female is associated with a 3% to 6% (0.01<p<0.1) increase in the odds of the presence of contraception information. Universities that offer medical degrees have an 82% (p<0.1) higher odds of providing information for LARC/injectables on their websites. Universities that have an institutional size of more than 10,000 students are almost four times (p<0.01) as likely to have contraception information on their websites relative to those with a smaller institutional size. ConclusionsInformation on contraception on University student health center websites is associated with on a host of factors related to student demographics, institutional characteristics, and university location. ImplicationsExamining student health center websites for contraception information can reveal important systemic gaps, especially at universities that serve nontraditional or vulnerable groups. An ongoing review is necessary to ensure equal access for all college students.

Saved by the Bell Schedule? The Effects of a Later School Start Time on High Schoolers in an Urban District

Later school start times have emerged as a potential policy to improve the sleep and educational outcomes of teenagers. This study uses a quasi-experimental comparative interrupted time series approach to examine a 90-min delay in start times in an urban district in North Carolina. Results show that the later start time resulted in more sleep for students and improved course grades but limited evidence of benefits to other educational outcomes. In addition, the evidence suggests that disruptions from the change may temporarily decrease some educational outcomes, and that these disruption effects are concentrated among low-income students and students of color.

Family background and classroom belonging among adolescent students in Finland

We study whether a family’s economic situation and parental educational level are associated with classroom belonging among students in comprehensive secondary, upper secondary general and upper secondary vocational education in Finland. We also study whether there are educational-level differences in this possible association. We use survey data from the Finnish School Health Promotion study from 2017 (N = 114,528). We conduct random effect linear probability models with schools as the second-level grouping variable. The results show that family’s low economic situation predicts a higher probability of lack of sense of classroom belonging in Finland, despite the country having one of the world’s most equal educational systems and comparably low economic inequality. Neither mother’s nor father’s educational level has any association. A family’s low economic situation seems to predict the lack of a sense of belonging most strongly in comprehensive secondary education and most weakly in upper secondary vocational education. Our results slightly support the proposed significance of context-specific hierarchies in determining the association between economic resources and sense of belonging. A family having a poor economic situation is not reflected in the sense of classroom belonging as strongly in schools where students have a low average economic situation compared to those where students have a high average economic situation. We suggest measures, in addition to alleviating economic inequalities, to support the sense of school belonging, especially for low-income students.

State Higher Education Funding During COVID-19: Lessons From Prior Recessions and Implications for Equity

States provide substantial support for higher education through appropriations to public colleges and universities that can be used to maintain relatively low tuition levels and funds for financial aid. Higher education often receives disproportionate cuts during recessionary periods, and it faces potentially unprecedented reductions in coming years amid a pandemic that has left some states with revenue shortfalls. How states approach higher education cuts has the potential to exacerbate existing inequities among racially minoritized and low-income students and historically underfunded institution types. In this study, we document trends in higher education funding over time and use latent profile analysis to identify distinct approaches states have taken to higher education funding. We then examine the trajectories of higher education funding within each approach over time, particularly during prior recessions. We conclude by discussing the implications of each approach for equity, particularly in light of states’ early responses to the current economic downturn.

Como jovens universitários de baixa renda lidam com as preferências ao risco e tempo no Brasil?,

ABSTRACT This article sought to understand the behavior of young low-income university students through an experiment based on prospect and hyperbolic discounting theory, with risk and time preferences, and their relationships with financial literacy with regard to choice probability distortions. There is a notable lack of studies that simultaneously address risk and time preferences in low-income urban groups, relating experiments based on prospect theory to capture probability distortions in choice processes. This study opens the doors for the question of the relationship between poverty and risk and time preferences to be better discussed in Brazil with the aim of providing evidence that supports national financial literacy plans. The study shows the importance of financial education as a means of reducing agents’ probability distortion. This is crucial, given that probability distortion is one of the pillars of prospect theory. This experiment was based on prospect and hyperbolic discounting theory and used value, weight, and quasi-hyperbolic discounting functions within a maximum likelihood methodology to estimate the risk and time parameters with sociodemographic variables, and with the Financial Literacy Index moderating variable, in a private HEI, with 54 students and 5,940 lotteries. It was observed that low-income urban populations in emerging economies have similar risk and loss aversion parameters to rural populations in developing countries. Low-income students have a greater preference for the present, with it being perceived that a small increase in income is associated with a higher level of patience, making decisions more rational. A better financial education could lead to a smaller probability distortion.

Internship Participation in the United States by Student and School Characteristics, 1994 to 2017

College internships have become seemingly ubiquitous, yet evidence of when and for whom participation has changed over time remains limited. This visualization uses data from the College Senior Survey, an annual nationwide exit survey of baccalaureate graduates, to document internship participation by student and school characteristics between 1994 and 2017. Recent graduates are more than twice as likely to participate as those from the mid-1990s; however, the results indicate significant and sustained inequalities for lower income students, first-generation students, public school students, and students from less selective schools. These ongoing participation gaps for students with less individual and institutional privilege underscore the need to consider internship access as a form of educational and labor market disadvantage.

Research on the health maintenance habits of university students to have the best health while at university

Concerns about the health of students have been a concern of many parents and schools for decades now. Especially with society's rapid development, students must improve their technical and professional skills. On the other hand, the global economy is also falling into an unstable and rising economic situation, especially in Vietnam when inflation is at an alarming rate. These factors also become a burden for many families. In the research article, the factors that affect the psychology of students will be listed and analyzed. Thereby, the study uses two research methods, quantitative and qualitative, from the research results drawn from many researchers on the topic of student health, and combined with the results. The answers were collected from more than 120 students studying at universities in Ho Chi Minh City about factors and habits that help students maintain their health. &nbsp; References Aries, E., &amp; Seider, M. (2005). The interactive relationship between class identity and the college experience: The case of lower income students. Qualitative Sociology, 28(4), 419-443.&nbsp; &nbsp;Wunsch, K., Kasten, N., &amp; Fuchs, R. (2017). The effect of physical activity on sleep quality, well-being, and affect in academic stress periods. Nature and science of sleep, 9, 117. &nbsp; World Health Organization. (2000). The world health report 2000: health systems: improving performance.World Health Organization. &nbsp;Sexton, J. B., Thomas, E. J., &amp; Helmreich, R. L. (2000). Error, stress, and teamwork in medicine and aviation: cross sectional surveys. Bmj, 320(7237), 745-749. &nbsp;Cummins, R. A., &amp; Lau, A. L. (2003). Community integration or community exposure? A review and discussion in relation to people with an intellectual disability. Journal of applied research in intellectual disabilities, 16(2), 145-157. &nbsp;Miller, A. L., &amp; Chun, M. (2022). Perspectives of two college students labeled with intellectual disability: Supports during the moving in and through stages of transition. Disability Studies Quarterly, 42(1). &nbsp;Choi, S. E., &amp; Lee, Y. (2022). Comparison of Meal Skipping, Snacking, and Body Weight Perceptions among Urban College Students: On-Campus Living Alone vs. Off-Campus Living with Parents in New York, USA. Journal of the Korean Society of Food Culture, 37(2), 109-118. &nbsp;Ji, D., &amp; Liu, L. (2022). Fighting COVID-19 by National Mobilization: A Communicative Analysis of the Roles of the Chinese Government. In Manufacturing Government Communication on Covid-19 (pp. 33-58). Springer, Cham. &nbsp;Pellicane, M. J., &amp; Ciesla, J. A. (2022). Temporal trends in depression, anxiety, and suicidality rates among cisgender sexual minority and heterosexual college students. Psychology of Sexual Orientation and Gender Diversity. &nbsp;Desrochers, J. E., Bell, A. L., Nisbet, E. K., &amp; Zelenski, J. M. (2022). Does Spending Time in Nature Help Students Cope with the COVID-19 Pandemic?. Sustainability, 14(4), 2401. Mao, B. P., Teichroeb, M. L., Lee, T., Wong, G., Pang, T., &amp; Pleass, H. (2022). Is Online Video-Based Education an Effective Method to Teach Basic Surgical Skills to Students and Surgical Trainees? A Systematic Review and Meta-analysis. Journal of surgical education. Kapllanaj, M., Sianko, N., &amp; Gjedia, R. (2022). Exploring After-School Activities by Socio-Demographic Characteristics and Subjective Well-Being. In Handbook of Children’s Risk, Vulnerability and Quality of Life (pp. 371-389). Springer, Cham. Kartashova, L. A., Prykhodkina, N. O., Makhynia, T. A., Tymoshko, H. M., Sholokh, O. A., &amp; Zhuravlev, F. M. (2022). Social media as a strategic tool in school management: experience of Ukraine and USA. AET 2020, 196. Chateauneuf, J. (2022). Using the Whole School, Whole Child, Whole Community Approach to Improve an Urban Early Learning Center Students’ Social, Emotional, and Physical Health and Wellness. Wolfe, H. E., &amp; Isaacowitz, D. M. (2022). Aging and emotion regulation during the COVID-19 pandemic. Aging &amp; Mental Health, 26(5), 890-897. Koç, G. Ç. (2022). Apricot Fruit Wastes: Chemistry, Processing, and Utilization. In Handbook of Fruit Wastes and By-Products (pp. 193-208). CRC Press. Erbersdobler, H. F., Barth, C. A., &amp; Jahreis, G. (2017). Legumes in human nutrition. Nutrient content and protein quality of pulses. Ernahrungs Umschau, 64(9), 134-139. Flight, I., &amp; Clifton, P. (2006). Cereal grains and legumes in the prevention of coronary heart disease and stroke: a review of the literature. European journal of clinical nutrition, 60(10), 1145-1159. Komalasari, K., Saripudin, D., &amp; Masyitoh, I. S. (2014). Living values education model in learning and extracurricular activities to construct the students’ character. Journal of Education and Practice, 5(7).

Improving Work and Equity for Lower-Income Students: Examining the Effects and Underlying Mechanisms of Federal Work-Study

Improving Work and Equity for Lower-Income Students: Examining the Effects and Underlying Mechanisms of Federal Work-Study

“Were present, listened, approved…”: The functioning of the Warsaw Women’s Progymnasium according to the minutes of the meetings of the Pedagogical Council in 1914

Overcoming the uniformity of interpretations presented in the scientific literature, led to the expediency of focusing the search in a limited subject field. The empirical material of the research is the documents of the Warsaw Women’s Progymnasium, in particular the minutes of the meetings of the Pedagogical Council of the Institution for the second half of the 1913–1914 academic years. The task is to study the governing body’s work and analyse specific processes of educational activities and specific situations in this field. The methods used are the microhistorical approach, the cognitive strategies are the methodology of “understanding” and the concept of “rational explanation”. It is proved that the competence of the Pedagogical Council of the Warsaw Women’s Progymnasium included the whole complex of educational and financial issues of the institution’s functioning. The efforts of the Pedagogical Council headed by the Head of the Progymnasium were aimed at ensuring the appropriate level of educational training for students. The systematic work of the Pedagogical Council covered constant control of the educational effectiveness of students from preparatory to graduating classes, clarification of problem situations, and finding a way out of them. An integral part of the monitoring was the educational process in the Progymnasium. The principles of spiritual development of female students included the concepts of Russian citizenship, moral and religious values, and culture. The discipline of students and their attitude to educational responsibilities determined the behavioral grade, approved by the Pedagogical Council. Exemplary behaviour and educational diligences were the criteria for assigning social assistance from the Progymnasium to low-income students.

High School Counselors as Social Capital for Low-Income Students in a Career Academy High School Model: A Case Study

Within this qualitative study, we explored the idea that high school counselors, acting as a form of social capital, could influence the postsecondary opportunities of low socioeconomic students. We used a case study design to analyze freshman academy counselors and their influence in the career pathway selection process within one district to answer two research questions: (1) Using the knowledge available regarding college and career opportunities, how do freshman academy counselors influence low socioeconomic students’ career pathway selections? (2) How do freshman academy counselors’ perceptions of college and career opportunities for low socioeconomic students influence low socioeconomic students’ career pathway selections? We collected data through interviews, archival records, and document analysis, and analyzed the data using initial coding, leading to themes to explain the case. We found that high school counselors’ social capital was influenced by (a) the person behind the position, (b) the importance of context at specific schools, and (c) the access to resources at their school and how those resources meet student needs. We close with a discussion of the findings and the implications for practice and future research.