Low-income Backgrounds Research Articles

Latinx Students' Postsecondary Decision-making: Higher Education Aspirations Amidst Macroeconomic Realities

Latinx students, particularly those who are first-generation college students and/or from low-income backgrounds, are disproportionately underrepresented in higher education in the United States. This study explores factors affecting Latinx students’ postsecondary pathways and college decision-making, drawing from 22 in-depth, semi-structured interviews with seniors and alumni from a majority-Latinx California high school. Amidst unprecedented student debt rates, higher education investments can pose financial risks. The students profiled aim to make choices that will lessen the financial burden of higher education, showing an awareness of larger macroeconomic contexts while simultaneously not compromising on fulfilling higher education aspirations.

Meningitis outbreaks in northern Nigeria: a public health crisis

Background: Education is a fundamental right, yet millions of children, particularly orphans and those from low socioeconomic backgrounds, lack access to quality education. These children face systemic challenges such as financial constraints, social stigma, and inadequate educational infrastructure. The resulting educational disparity perpetuates poverty and limits social mobility, underscoring the need for targeted interventions. Methods and Materials: This project employed a mixed-methods approach, combining quantitative data analysis with qualitative insights. Field surveys, interviews, and collaborations with NGOs were conducted to assess the barriers to education for marginalized children. Secondary data from UNESCO, UNICEF, and other reputable sources were analyzed to identify best practices and evaluate policy frameworks. Key actions included community workshops, distribution of educational resources, and partnerships with local organizations. Results: The project positively impacted over 900 children, increasing school enrollment and raising community awareness about the importance of education. Successful interventions included resource distribution, community-based schools, and public-private partnerships. However, systemic challenges such as funding limitations, cultural resistance, and sustainability concerns persisted, emphasizing the need for comprehensive policy advocacy and long-term solutions. Conclusion: Investing in the education of orphans and children from low-income backgrounds is essential for societal progress. This study highlights the transformative potential of education in breaking the cycle of poverty and fostering community development. Collaboration among policymakers, educators, and community leaders is crucial to sustaining and scaling these initiatives for lasting impact.

Importance of Orphan and Low Socioeconomic Backgrounds Education in Society Authors

Background: Education is a fundamental right, yet millions of children, particularly orphans and those from low socioeconomic backgrounds, lack access to quality education. These children face systemic challenges such as financial constraints, social stigma, and inadequate educational infrastructure. The resulting educational disparity perpetuates poverty and limits social mobility, underscoring the need for targeted interventions. Methods and Materials: This project employed a mixed-methods approach, combining quantitative data analysis with qualitative insights. Field surveys, interviews, and collaborations with NGOs were conducted to assess the barriers to education for marginalized children. Secondary data from UNESCO, UNICEF, and other reputable sources were analyzed to identify best practices and evaluate policy frameworks. Key actions included community workshops, distribution of educational resources, and partnerships with local organizations. Results: The project positively impacted over 900 children, increasing school enrollment and raising community awareness about the importance of education. Successful interventions included resource distribution, community-based schools, and public-private partnerships. However, systemic challenges such as funding limitations, cultural resistance, and sustainability concerns persisted, emphasizing the need for comprehensive policy advocacy and long-term solutions. Conclusion: Investing in the education of orphans and children from low-income backgrounds is essential for societal progress. This study highlights the transformative potential of education in breaking the cycle of poverty and fostering community development. Collaboration among policymakers, educators, and community leaders is crucial to sustaining and scaling these initiatives for lasting impact.

Therapeutic Focus on Strengths is Associated with Improved Functioning and Higher Clinical Progress in Children's Public Mental Health Care.

Prior findings suggest a greater therapeutic focus on strengths is associated with a higher likelihood of successful treatment discharge in youth public mental health treatment. To build upon previous research, the present study examined whether and to what extent therapeutic focus on strengths was associated with changes in day-to-day functioning and treatment progress over the course of therapy. This study used multilevel modeling techniques to analyze 12 consecutive years of standardized routine clinical service data from a public mental health care system which served youth and families who were typically from underserved and low-income backgrounds. The sample comprised 2362 youth with an average age of 13.51 (2.9 SD) years receiving at least 3months of standards-based intensive in-home (SB-IIH) treatment services. Most youth in the sample identified as multi-ethnic (62.5%) and male (61%). Therapeutic focus on strengths was measured as a proportion of overall treatment targets endorsed by therapists. A greater focus on strengths during the first 5months of SB-IIH services was a significant predictor of improved functioning at the end of treatment and higher average monthly scores on a measure of treatment progress even after accounting for other predictors, including level of impairment at treatment start. Practice-based findings suggest a greater focus on strengths in youth treatment services might be beneficial in improving functioning and treatment progress. Study findings highlight the need for further research in other clinical youth samples. Clinical practice, dissemination, implementation, and future research implications are discussed.

Exploring the Challenges Faced by Disadvantage Students in Schools in Sierra Leone: Case Study -Marginalized Students from Low-Income Families

The Sierra Leone National Policy on Radical Inclusion in Schools is the first attempt by the Government of Sierra Leone to provide a roadmap for the day-to-day work of schools and the Ministry of Primary and Secondary Education. Disadvantaged student refers to vulnerable, marginalized, and excluded children from accessing free, quality, and inclusive education. This study explores the challenges disadvantaged students face, specifically marginalized learners from low-income families. The study participants were marginalized male and female students from low-income families and their classroom teachers. The data for this study was obtained from primary and secondary sources. Secondary data sources for this study were obtained from published and unpublished sources. From the results, it was concluded that marginalized students from low-income families are significant in inclusion education. The result also indicates that more female participants are taking part in the study, marginalized students from low-income backgrounds are faced with challenges attending school and attending lessons, faced with challenges in participating in lessons, completing homework or exams, feel left out, and unsafe in school. It was recommended that School authorities make the school safe by declaring and ensuring zero tolerance to the use of canes, School Related Gender-Based Violence, train teachers in inclusive learning, boost female students to attend school, participation by including all marginalized students, and decrease exclusion, ensure that girls have the opportunity to receive free primary and secondary education, improve on electricity across the country, and enforce total ban on extra lessons, school picnic, and other activities that could be possible barriers to impede students learning.

Associations Between Multiple Falls and Mental Health Indices in Korean Older Adults: A Cross-sectional Study.

This study was performed to investigate the prevalence of falls, mental health issues, and health behaviors among older adults, as well as to analyze the association between multiple falls and mental health status in this population. We utilized data from the 2017, 2019, and 2021 Korean Community Health Survey, a nationwide survey organized by region and conducted by the Korea Disease Control and Prevention Agency. Participants were categorized into no-fall, single-fall, and multiple-fall groups based on responses to an index question regarding fall experiences and the number of such incidents reported in the survey. The chi-square test was applied to understand the characteristics of the elderly population in the community. Subsequently, multinomial logistic regression analysis was conducted to clarify the association between falls and mental health. Integrated data analysis revealed that 11.3% of participants experienced a single fall, while 5.7% reported multiple falls. Participants from low-education and low-income backgrounds exhibited relatively high rates of falls. Additionally, non-drinkers and non-smokers reported falls more frequently than their counterparts who consumed alcohol and smoked. Multinomial logistic regression revealed significant associations between multiple falls and mental health factors. In particular, the severity of depression was directly proportional to the likelihood of experiencing multiple falls, with an odds ratio of 2.953 (95% confidence interval, 2.493 to 3.497). We identified associations between various mental health-related factors-including sleep duration, subjective stress, the presence of depression, and Patient Health Questionnaire-9 score-and the occurrence of multiple falls.

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.

Diabetic Retinopathy Disease Burden in Patients With Lower Household Incomes vs Higher Household Incomes.

Purpose: To assess the differences in measures of diabetic retinopathy (DR) disease burden between patients in high-income vs low-income ZIP codes when presenting to retina specialists. Methods: This retrospective cohort study comprised patients who presented to a retina specialist at Duke Eye Center between 2014 and 2023 for the management of DR. The quartile of patients with the highest income was compared with the quartile with the lowest income. Demographic data included age, sex, and race. Clinical data included glycosylated hemoglobin A1c (HbA1c), visual acuity (VA), DR diagnostic stage, presence of diabetic macular edema (DME) or vitreous hemorrhage, and whether treatment was indicated. Measures of DR disease burden included HbA1c, VA, presence of DME or vitreous hemorrhage, severity of DR, and need for intervention. Results: The analysis included 430 eyes of 215 patients. After controlling for age, sex, race, and glycemic control, it was found that patients in the low-income group were more likely to have DME at presentation (P < .01), to have more severe DR at presentation (P < .001), and to require an intervention for DR (P < .001). The VA was worse in the low-income group than in the high-income group (20/50 vs 20/32; P < .10); however, this did not reach statistical significance. Conclusions: Patients living in low-income ZIP codes have greater DR severity, prevalence of DME, and need for treatment than their high-income counterparts when first presenting to a retina specialist. These findings suggest that patients from low-income backgrounds may face additional barriers before being evaluated by a retina specialist, resulting in more clinically advanced stages of DR at presentation.

A Study on Development of Low-Cost 3d Scanning for Archiving 3d Artworks

3D scanning technology plays a vital role in capturing complex data that is otherwise difficult to obtain. It enables detailed scanning of objects and environments, facilitating thorough analysis and visualization. In education, 3D scanning has transformed the learning experience by allowing students to interact with three-dimensional objects, thereby enhancing their understanding of complex concepts. Additionally, 3D scanners address space constraints while delivering high-quality images for digital archiving and documentation of artwork. Acquiring a 3D scanner from the market is nearly impossible for students and individuals from low-income backgrounds. Therefore, the primary objective of this research is to develop a method to create low-cost 3D scanning technology, specifically designed for archiving student artwork. This study also proposes solutions for the effective documentation of student artwork. The research involves experimental studies, observational methods, and discussions, with results documented through photographs, videos, and notes. The researchers tested the feasibility of low-cost 3D scanning technology for archiving artworks created by students at the College of Creative Arts, Universiti Teknologi MARA (UiTM) in Shah Alam and Machang campuses, successfully identifying an effective approach to developing this low-cost 3D scanning technology. The findings indicate that 3D scanning technologies are vital in fostering innovation and driving progress across various fields, with a significant impact on education.

To live or not to live at school? Boarding school impact on standardized academic outcomes for left-behind, rural, and low-income students in China

China's education system is striving to improve educational quality and address disparities. Recent policy initiatives have focused on providing better opportunities for left-behind students—those from low-income and rural backgrounds whose parents have sought employment elsewhere. One of these policies was the establishment of schools in rural areas that offer boarding education. Though early studies on this policy have raised/found safety and health concerns, there is little evidence of whether boarding education impact rural students and low-income students differently than their urban and non-low-income peers. Relying on non-self-reported, longitudinal academic outcomes (China Education Panel Survey) of a nationally representative sample of Chinese students, we offer quasi-experimental estimates (via doubly robust propensity score weighting and Oster’s sensitivity checks) of the impact of boarding education on Chinese, Mathematics, and English outcomes. We found strong evidence of positive impact of boarding education on Chinese and Mathematics, particularly among low SES and rural students. However, for English performance and the results for high SES and urban students, boarding education was not better than commuting from home. Our discussion elaborates on the mechanisms behind these findings and emphasizes the significance of our research findings for policymakers and its relevance to educational practices. Replication code/data access: https://cutt.ly/meS3atYc .

Development and validation of an assessment approach for competency-based nursing education in low-income settings: A consensus study.

To report the development and validation of an assessment approach for competency-based nursing education in low-income settings BACKGROUND: Adopting a competency-based curriculum has been linked with the resource-intensive, programmatic assessment approach. However, implementing this approach in low-income contexts has challenges. Nursing education institutions in low-income contexts reported difficulties implementing programmatic assessment. These challenges threaten the outcomes of the assessment innovation, highlighting the need to develop a tailored approach to assessment for these contexts. A modified e-Delphi study METHODS: The modified e-Delphi was used to refine and validate a proposed assessment approach following the recommendations of Conducting and REporting of DElphi Studies. Nine health professions education experts, with qualifications or publications in educational assessment, or curriculum design and development, were purposively sampled to validate the proposed assessment approach. Consensus was reached at ≥ 70 % after two iterative rounds. Items included in the two rounds were the six domains which described organisational contexts in terms of the people, the culture and technological infrastructure. Eleven out of 47 items in round one did not reach the set ³ 70 % consensus. The 11 items were refined and sent for round two. A total of 46 items were included in the final approach. The results report the developed assessment approach for competency-based nursing education in low-income settings. A contextually relevant assessment approach should be underpinned by empirical evidence and knowledge of the context. Nursing institutions should support faculty development in assessment to enhance the implementation and sustainability of the assessment approach.

Affordability of health services and associated factors among patients with diabetes mellitus under regular follow-up at Dessie Comprehensive Specialized Hospital, Northeast Ethiopia

BackgroundThe burden of chronic illnesses, including cardiovascular disease and diabetes, is increasing in low- and middle-income countries. However, health systems often struggle to meet the needs of chronically ill patients. Affordability is crucial in ensuring access to quality healthcare for patients with diabetes mellitus (DM) and evaluating healthcare costs. Therefore, this study aimed to assess the affordability of health services and identify associated factors among DM patients receiving regular follow-ups at Dessie Comprehensive Specialized Hospital in Northeast Ethiopia, 2023.MethodsA cross-sectional study was conducted among 392 DM patients at Dessie Comprehensive Specialized Hospital (DCSH) from July 1 to 30, 2023. Data was collected using a structured questionnaire and chart review checklist. Systematic random sampling was employed, and the data were analyzed using EPI INFO version 7 and SPSS version 26. The outcome variable, affordability of health services, was measured by five items using a structured questionnaire. Logistic regression analysis was performed to identify significant factors associated at 95% confidence interval using odds ratio.ResultsMost participants were married (74.2%), and 55.9% were male. Among the DM patients, 211 (53.83%) found the health services affordable, with an interval of 48.85–58.72% at a 95% confidence interval with a p-value less than 0.05. Factors significantly associated with healthcare affordability included marital status, family size, average monthly income, and brand prescription.ConclusionThe study revealed that healthcare services were affordable for approximately half of the DM patients. However, this level of affordability falls short of the ideal standard. Improving the affordability and accessibility of healthcare services for DM patients, particularly those from low-income backgrounds, is crucial to ensuring better health outcomes.

Perceptions of culturally and linguistically diverse exceptional students regarding their individual transition plans

Culturally and Linguistically Diverse Exceptional (CLDE) students represent a vulnerable demographic often underserved in high school transition services. These students, who have diverse backgrounds and learning exceptionalities, face significant disparities in post-secondary outcomes. Specifically, CLDE students with Learning Disabilities (LD) exhibit lower rates of employment, post-secondary education attendance, and independent living outcomes. In alternative schools, students of color and those from low-income backgrounds are disproportionately represented and often encounter structural inequities that hinder their educational success. These settings may perpetuate marginalization, particularly in special education services and transition planning. This study explored the perceptions of secondary CLDE students with LD regarding their transition planning process, comparing their views with the actual ITP documents to assess alignment and effectiveness. Survey responses and student interviews revealed that most secondary CLDE students with LD at an alternative high school had positive perceptions of their Individualized Transition Plan (ITP) process, feeling involved and supported. The ITP, a critical component of the Individualized Education Plan (IEP), is intended to guide students’ post-secondary goals. However, research indicates that ITPs for CLDE students are frequently generic and culturally exclusive, resulting in insufficient preparation for future success.

How Online Learning Has Changed the Accessibility of Higher Education

It has become more accessible, flexible, and affordable than ever before as it completely does away with geographical and time barriers as have persisted in traditional education. This aspect accelerated not just in presence but also with identifying strengths and weaknesses in online learning during the pandemic. An advantage of online education has been low cost, based on reduced physical infrastructure. Another is flexibility in learning that learners enjoy as it balances personal responsibilities with their educational needs. Additionally, access for disabled students exists through assistive technologies. Many institutions have embraced this hybrid model where both the traditional learning experience and the online learning experience can give personalized educational experiences. On the other hand, it has posed such problems as the digital divide: students from lower-income backgrounds and those residing in rural areas often cannot access the internet and its other technological tools, which remain inaccessible to a high number of students with disabilities. This contributes to the isolation and disengagement of the online learners, who feel much more at home within the face-to-face learning setting. A further drawback relates to the issue of academic integrity in an online virtual learning environment, where there are no guarantees that students would be self-regulatory.The study examines how these challenges affect the accessibility of higher education and explores gaps in current research, such as the digital divide, inclusion of marginalized students, and the emotional and social impact of online learning. Online education has broadened access to higher education, but there is a need to ensure that all barriers are addressed so that equitable, high-quality learning opportunities are offered to all students.

“Water is life … the problem is there’s only one tap”: A culture-centered and necrocapitalist inquiry to communicating health and water

ABSTRACT This paper records knowledge from below around the overlaps between health, water, and health interventions emerging from rural communities located in North 24 Parganas and Purulia in West Bengal. Using the culture-centered approach and necrocapitalism, this essay documents the localocentric stories from the subaltern communities disproportionately impacted by water insecurity. Based on data collected during a seven-week field study, a critical thematic analysis of the data reveals how research participants with minoritized caste and low-income backgrounds routinely challenge, disrupt, and re-organize the dominant frames of health, water, and health interventions as articulated by local–global organizational actors. Additionally, research participant narratives make visible how they navigate social, cultural, institutional, and capitalist structures that adversely affect water security and their health.

Increasing diversity in neuroimaging research: Participant-driven recommendations from a qualitative study of an under-represented sample

Enhancing the generalizability of neuroimaging studies requires actively engaging participants from under-represented communities. This paper leverages qualitative data to outline participant-driven recommendations for incorporating under-represented populations in neuroimaging protocols. Thirty-one participants, who had participated in neuroimaging research or could be eligible for one as part of an ongoing longitudinal study, engaged in semi-structured one-on-one interviews (84 % under-represented ethnic-racial identities and low-income backgrounds). Through thematic analysis, we identified nine relevant research practices from participants' reports, highlighting aspects of their experience that they appreciated and suggestions for improvement: (1) forming a diverse research team comprising members with whom participants can interact as equals; (2) increasing accessibility to research by providing transportation and flexible scheduling; (3) providing family-oriented spaces; (4) enriching the campus visits to include optional on-campus activities to connect with the University; (5) developing safe strategies to accommodate participants with tattoos during the MRI; (6) incorporating engaging and interactive tasks during neuroimaging sessions; (7) providing small gifts, such as a picture of one’s brain, in addition to financial compensation; (8) sharing research findings with the research participants; and (9) fostering long-term bidirectional relationships. The findings may be used to develop best practices for enhancing participant diversity in future neuroimaging studies.

Improving Retention and Success of African American Students in Computer Science: A Mixed-Method Case Study at an HBCU

This case study introduces the STARS (Supporting Talented African American Undergraduates for Retention and Success) project, designed to foster the retention and success of academically talented African American computer science students from low-income backgrounds at Historically Black Colleges and Universities (HBCUs) in the U.S. The STARS program employs a holistic approach, integrating four primary pillars of support: academic, social, career, and financial. Specific support provided includes near-peer mentoring, technical skill development seminars, undergraduate research, and high school outreach activities. To explore the program’s effectiveness and areas of improvement, a mixed-method evaluation study was conducted, collecting data through surveys, observations, individual interviews, and focus group interviews. The findings revealed that the STARS program contributed to high levels of retention among its scholars, and the mentoring program provided valuable networking opportunities. The study suggests that the program’s comprehensive approach, tailored to scholars’ needs, and combined with a culturally affirming learning environment, facilitates the retention and success of talented African American students in computer science.

How Economically-Marginalized Adolescents of Color Negotiate Critical Pedagogy in a Computing Classroom

Background &amp; Context: With the growing movement to adopt critical framings of computing, scholars have worked to reframe computing education from the narrow development of programming skills to skills in identifying and resisting oppressive structures in computing. However, we have little guidance on how these framings may manifest in classroom practice. Objectives: To better understand the processes and practice of critical pedagogy in a computing classrooms, we taught a critically conscious computing elective within a summer academic program at a northwest United States university targeted at secondary students (ages 14-18) from low-income backgrounds and would be the first in their families to pursue a postsecondary education (i.e. first-generation). We investigated: (1) our participants’ initial perceptions of and attitudes toward the benefits and perils of computing, and (2) potential tensions that might emerge when secondary students negotiate the integration of critical pedagogy in a computing classroom. Methods: We qualitatively coded participant work from a critically conscious computing course within a summer academic program in the United States focused on students from low-income backgrounds or would be the first in their family to pursue a post-secondary education. Findings: Our participants’ initial attitudes towards technology were mostly positive, but exhibited an awareness of its negative impacts on their lives and society. Throughout the course, while participants demonstrated a rich social consciousness around technology, they faced challenges in addressing hegemonic values embedded in their programs, designs, and other classwork. Implications: Our findings revealed tensions between our participants’ computing attitudes, knowledge, self-efficacy, and social consciousness, suggesting pathways for scaffolding the critical examination of technology in secondary education. This study provides insights into the pedagogical content knowledge necessary for critical computing education.

M-Poma: Innovative Technology for Boosting Exclusive Breastfeeding Practices

Background: The Indonesian Health Survey data indicates that exclusive breastfeeding coverage is projected to reach 55.5% in 2023, with Aceh showing a lower rate of 49.9%. In Aceh Besar, the coverage was reported at 55.9% in 2022. Notably, women from low-income backgrounds are less likely to engage in breastfeeding practices by the second day postpartum compared to their higher-income counterparts. To address this disparity, the use of smartphone applications offering educational videos about breastfeeding and infant behavior has emerged as a preferred method, particularly among low-income mothers. Objective: This study aims to develop a mobile application called “POMA” (M-POMA) to enhance exclusive breastfeeding practices among infants in the Kuta Baro District of Aceh Besar. Methodology: A Research and Development (R&amp;D) approach was employed to create the Android-based M-Poma application. The development process spanned two years: the first year focused on application design and functionality, while the second year involved training sessions for 25 midwives and 25 community health cadres. These training sessions were critical for testing the application and gathering user feedback. Results: Based on the first year of research, the M Poma application was developed through a collaborative process, including FGDs and in-depth interviews, to ensure the application meets the needs of the community. Year 2 training was conducted for cadres and midwives to provide their valuable input on the application. The M-Poma application has been developed to support exclusive breastfeeding, which is essential for improving infant health. Feedback from Focus Group Discussions (FGD) highlighted the need for content on exclusive breastfeeding, user profiles, and case examples. Training sessions with midwives and community health cadres confirmed that the application is user-friendly, featuring an attractive interface and clear educational materials. Respondents emphasized the importance of a simple login process, engaging visuals, and easily accessible content. The majority of participants found the application’s features intuitive and appreciated the ease of data management within user profiles. Conclusion: While the M-POMA application has made considerable strides, there are still areas that require revision. We highly value the feedback provided by users and remain dedicated to enhancing the application to ensure it is both appealing and efficient.

Does poverty really stifle ambition? A latent profile analysis of achievement motivation for economically disadvantaged Chinese university students

This research aims to investigate the differences in achievement motivation between college students from low-income and normal-income backgrounds, and to explore the key characteristics of achievement motivation among underprivileged college students. A survey was conducted with 260060 college students, and Latent Profile Analysis (LPA) was employed to identify the types of achievement motivation among underprivileged college students. Results showed that: (1) achievement motivation levels were significantly higher among underprivileged students compared to their non-poor counterparts. Specifically, in China, underprivileged students were significantly more driven to strive for success and less inclined to avoid failure; (2) the study identified four types of achievement motivation among disadvantaged students: Optimists (high pursuit of success, low failure avoidance, accounting for 7.90 %); Self-protectors (low pursuit of success, high failure avoidance, accounting for 29.40 %); Failure Acceptors (low pursuit of success, low failure avoidance, accounting for 39.30 %); and Overstrivers (high pursuit of success, high failure avoidance, accounting for 23.40 % of the sample). Conclusion: (1) poor students are more eager to succeed than non-poor students in China; (2) Optimists and Overstrivers seem the more positive types of achievement motivation (accounting for 31.30 %).