College Access

WE WANT THEM, BUT WE DON'T WANT THEM: THE CASE OF UNDOCUMENTED COLLEGE STUDENTS IN COLORADO AN INTERPRETATION OF POLICY NARRATIVES This dissertation describes a research project that examined and interpreted the text of Colorado House Bill 1023 (2006) and the narratives embedded in this policy text. The research context was framed by current debates at the national and state levels on the issue of postsecondary education benefits for undocumented students. Analysis of the data led to the illumination of the rationalization for denying in-state tuition benefits to undocumented graduates from public high-schools in Colorado. This rationalization was found to be based on selected ideological beliefs that were then identified and interpreted. The study employed a qualitative research design. The method of inquiry was grounded in a constructivist-interpretive methodology. The methods of analysis and interpretation were thematic analysis, hermeneutic interpretation, and narrative policy analysis. The data consisted of Colorado policy texts concerning immigration and membership issues, related federal legislation, and state statutes from Texas and California. The data were first analyzed using thematic networks analysis and then hermeneutic interpretation. Narrative policy analysis was subsequently employed to synthesize the themes that emerged in the thematic analysis and hermeneutic iii interpretation. A dominant policy narrative and counter policy narrative were generated, and from these a metanarrative evolved. The thematic analysis yielded an internal or legalistic interpretation of the verification regulations of lawful presence requirement set forth in Colorado HB 06S-1023. The hermeneutic interpretation revealed that this Colorado policy was framed according to the principle of self-sufficiency for immigrant admission and notions of restrictive membership for resident aliens. The interpretive analysis also showed that the interaction of negative constructions of undocumented immigrants with structures of social dominance led to a narrative of exclusion and objectification of these resident aliens. The narrative policy analysis related Colorado HB 06S-1023 to a dominant policy narrative that reinforced the legal grounds for the delegitimization and social exclusion of undocumented immigrants. A metanarrative derived from the comparison of these narratives and was interpreted as the contrast between we want them, but we don't want them to explain how official government texts of the state of Colorado rationalized the issue of undocumented immigrants' rights and the state's responsibilities in this regard. The interpretation of the data contributed perspectives that advance the understanding of the social issue regarding the restriction on public benefits for undocumented immigrants currently residing in American communities. Specifically, this interpretation provided insights on the case of undocumented students in Colorado who, as a result of current state legislation, are denied access to in-state tuition benefits. The study also contributed another approach to meaning-creation processes and understanding the meaning of a policy text. Recommendations for further research on this topic and related themes were identified. The main goal of this research project was to examine and interpret the text of a Colorado law concerning the social status and legal rights of undocumented immigrants in the state. The study specifically considered the case of undocumented college students who have resided in Colorado and who have graduated from public high-schools. In this study, the terms undocumented or unauthorized students refer to those students who are foreign nationals and who entered the United States as children either without inspection or with fraudulent documents, or with legal, non-immigrant visas that eventually expired. The significance is that, under any of these circumstances, these students reside in the United States without documented verification of lawful presence. The steps that I completed in this investigation are reported in five parts organized as chapters. Chapter One presents an introduction to the research topic, describes the research context and rationale for the study, and defines my perspective as a researcher and the study's conceptual framework. The research methods are introduced and the research questions are identified. The chapter concludes with a discussion of the significance and limitations of the study. Chapter Two is a review of the literature that provides a socio-historical and legal background to the topic of this study. Accordingly, this chapter explains culturallyshared beliefs underlying the American educational system and, specifically, access to higher education and core principles of criteria determining admission to higher education. In addition, the review examines the place of political culture and conceptualizations of community membership in policymaking processes, and summarizes relevant points in current federal and state law regarding the rights of undocumented college students. Chapter Three explains the methodology employed in this research project. The chapter describes the theoretical framework and interpretive grounding for a qualitative research design and explains the methods that I used for data collection and analysis. The chapter closes with a discussion of the strategies that I employed to ensure trustworthiness and transparency in the generation and explanation of the interpretations. Chapter Four describes the procedures that I used to analyze and interpret the data. The chapter describes the preparation steps, and the descriptive and interpretive stages of data analysis. The thematic analysis of the core and primary texts constituted the descriptive stage of the analysis. The interpretive stage of analysis involved the hermeneutic interpretation of the core text with respect to additional documents. Narrative policy analysis was then used to synthesize the themes that evolved in the descriptive and interpretive stages of data analysis. This chapter also explains how matters of trustworthiness and ethical considerations were accomplished throughout the analytical and interpretive processes. Chapter Five synthesizes and interprets critical insights gained from the study. A metanarrative generated from the juxtaposition of narratives is explained in relation to the data, research questions, and views from the literature. The chapter then addresses the significance of the study and provides recommendations for further study. In the fall of 2007, I met with the English as a Second Language (ESL) Coordinator of a public school district in Northern Colorado. The purpose of the meeting

Applying to college is a complex process requiring significant economic and cultural resources. Students from more affluent backgrounds often have the advantage of family support, while low-income students face challenges due to limited access to navigational knowledge, especially in urban schools where counselors are overwhelmed. This qualitative study highlights how near-peer advisors, working alongside school counselors, provide emotional support and trusted guidance in ways that support a wider range of students to engage with and complete the college application process. Based on observations and interviews, we explore how near-peers leverage their unique position to connect marginalized students with college advising resources in highneed urban schools.

The increasing role of students as both earners and learners has heightened the significance of achieving Work-Study-Life Balance (WSLB), particularly in Nepal, where the rising cost of education, limited skills, and time constraints pose unique challenges. This study investigates the factors influencing WSLB among MBA jobholder students at Pokhara University. Following a quantitative approach, this study employed descriptive as well as causal comparative research design. Data were collected from 125 respondents purposively through a structured questionnaire. The analysis utilized descriptive statistics to measure the perception of students towards WSLB and Partial Least Squares-Structural Equation Modeling (PLS-SEM) to examine relationships among the four independent variables-organizational support, family support, academic life, and personal life at work-and the dependent variable, WSLB. Mean score analysis indicates positive perceptions of organizational support, family support, manageable academic life, and personal effectiveness among the students. Further, the study found organizational support and personal life at work significantly and positively affect WSLB. The study underscores the importance of fostering supportive organizational cultures, offering flexible academic programs, and encouraging family involvement to enhance WSLB. This research contributes to the limited literature on WSLB in Nepal, offering actionable insights for organizations, educational institutions, and families to create environments that support students' academic, work, and personal success.

This qualitative study utilized interviews with 20 Latina/o high school seniors and five secondary school counselors in South Texas to further understand how counselors help Latina/o students navigate their college choice process. Findings indicate counselors provided students with access to college information and facilitated university representative visits and other college opportunities. However, assistance with individual academic and college planning was limited due to counselors’ multiple duties and large caseloads. Counselors also noted challenges for Latina/o students related to: gender role expectations, familismo, financial need, and first generation college status. Considerations for secondary school counselors working with Latina/o students are provided.

Utilizing the notion of community cultural wealth, this study focuses on the various forms of capital that Mexican American students from the South Texas Border draw upon within their community to navigate the college choice process. Findings indicate that neighbors, church members, and in one case, a physician, served as sources of social capital, while students drew upon resistant and aspirational capital to deal with racial and ethnic stereotypes and negative perceptions of local/regional universities.

The COVID-19 pandemic impacted the lives of students around the world, forcing them to study remotely through online learning. This article uses 60 in-depth interviews with students from four Romanian universities (Iasi, Galati, Brasov and Cluj-Napoca) who had recently completed 3-year degrees to analyse the impact of remote learning on the lives of Romanian graduates, taking into account inequalities in their living standards. This research contributes to the literature on higher education by analysing the unequal experiences of these graduates and how they have been affected in educational, emotional and professional terms, both during and after the pandemic. The findings show that despite the scarcity and absence of face-to-face learning, the students used resilience to overcome this period and graduate, albeit with clear differences: those in rural areas are still suffering severe consequences, while those in urban areas are enjoying the "privilege" conferred on them by their status. The conclusions highlight inequalities and reflect on the (dis)advantages of online learning in students' lives.

Abstract: When the Commission on Access, Admissions and Success in Higher Education (subsequently referred to as the commission) convened in fall 2008, the educational landscape was facing a number of issues that the commission's members recognized as ...

Abundant evidence documents that a college degree confers significant economic and non-economic value for individuals and society. Even so, there is a need to continue to improve methods and data sources to deepen analysis, especially related to equity in outcomes. Stakeholders-students, families, and policy makers-want to know about the post-graduate outcomes for each of our institutions and even individual programs. As Institutional Research (IR) professionals, we need to reach beyond our institutional data sources into public data sources on post-graduation outcomes to tell the story of value evident in data on employment, earnings, geographic movement, career progression, and quality of life (selected data sources are described in another article here).

A survey commissioned by the National Education Association studied how state legislators, especially those in leadership positions, view the current landscape for higher education in their states. The findings are based on in-depth, one-on-one telephone interviews conducted from July 2000 through February 2001 with 64 house and senate education leaders, representing the legislatures of all 50 states. When asked to identify their state's most important strategic needs, state legislators highlighted three key roles for higher education: (1) strengthen and diversity the economy; (2) prepare and train a high-skills, high-wage workforce; and (3) raise the level of educational attainment of the state's population. Legislative priorities and strategies mentioned by legislators are designed to address two major challenges that higher education faces in meeting state needs: improving the responsiveness of the higher.education system and accommodating changing demands for access to higher education. State appropriations for higher education operating funds have increased on average 7% annually for the past 3 years, but legislators generally believe that these funds are not adequate. As state budgets tighten, higher education's long-standing role as a "budget balancer" makes it particularly vulnerable to cuts. How higher education will fare in the changed economic environment is difficult to predict. Three appendixes contain a discussion of research methodology, the interview protocol, and a state data table. (Contains 9 figures, 1 table, and 26 endnotes.) (SLD)

This report documents the risks that the current level of postsecondary performance poses for U.S. ability to raise educational attainment over_the next decade. It examines the nature and extent of postsecondary participation in the United States currently, relates that . information to certain social and economic characteristics of the population, and describes ways in which the outcomes can vary state to state. The report also offers some priorities for state policy action. Included with the report is "Closing the College Participation Gap: U.S. Profile," an initial look at performance and conditions in the United States. Three appendixes that pertain to the study and the U.S. profile are included as well. Appendix A is a set of questions and answers about the Closing the Gap study. Appendix B provides definitions and data sources, and Appendix C contains 50-state comparative tables for each of the indicators. (Contains 11 references.) (SLD) Reproductions supplied by EDRS are the best that can be made from the original document.

This report documents the risks that the current level of postsecondary performance poses for U.S. ability to raise educational attainment over_the next decade. It examines the nature and extent of postsecondary participation in the United States currently, relates that . information to certain social and economic characteristics of the population, and describes ways in which the outcomes can vary state to state. The report also offers some priorities for state policy action. Included with the report is "Closing the College Participation Gap: U.S. Profile," an initial look at performance and conditions in the United States. Three appendixes that pertain to the study and the U.S. profile are included as well. Appendix A is a set of questions and answers about the Closing the Gap study. Appendix B provides definitions and data sources, and Appendix C contains 50-state comparative tables for each of the indicators. (Contains 11 references.) (SLD) Reproductions supplied by EDRS are the best that can be made from the original document.

This report shares findings from a three-year longitudinal study of three Asian American and Native American Pacific Islander-Serving Institutions (AANAPISIs)-one of the newest minority serving institution (MSI) designations-and provides evidence for the impact of federally-funded campus programs on persistence, degree attainment, and transfer to four-year institutions for low-income Asian American and Pacific Islander (AAPI) students. This report demonstrates the important role of inquiry in enhancing the capacity-building efforts of institutions that serve disproportionately high concentrations of low-income minority students. For each campus, we studied the impact of grant-funded programs that were either new or modified interventions with explicit goals to address challenges that the campuses identified as barriers to student success. We utilized a research design that enabled us to compare AAPI students in AANAPISI-funded programs (participant) to a comparable group of AAPI students who did not participate in the AANAPISI-funded program (comparison group). The analysis was based on cross-sectional and longitudinal cohort data that contain information on student demographics, course-taking behavior, and course outcomes. The metrics for evaluating student outcomes were aligned with the stated goals of each program's intervention: • Short-Term Outcomes: transition from developmental to college level courses, credit accumulation, and course performance (i.e., grade point average) • Long-Term Outcomes: persistence from one academic term to the next, degree attainment, and transfer from two-to four-year institutions Below are descriptions of each AANAPISI-funded intervention and the findings associated with each campus. de Anza College -IMPACt AAPI De Anza's Initiatives to Maximize Positive Academic Achievement and Cultural Thriving among AAPI (IMPACT AAPI) developed their first AAPI-focused learning community, Readiness and Success in College-Level English (LinC). This learning community paired a developmental English reading and writing course that is two levels below collegelevel English with a college-credit bearing Asian American literature course. This learning community included: comprehensive wrap-around support services, including an embedded counselor providing services for students in and out of class; culturally-relevant, critical, and engaged pedagogies; and culturally-relevant, critical, and civic curriculum. Key findings for our analysis of De Anza's IMPACT AAPI learning communities: • Students in the IMPACT AAPI learning community were more likely than the comparison group to transition from developmental to college-level English. • Compared to the comparison group, students in the IMPACT AAPI learning community passed their college-level English course, and accomplished the transition in less time. • Students in the IMPACT AAPI learning communities were more likely than the comparison group to earn associate's degrees. Both a program and a dedicated site, the AANAPISI STEM program is an academic space that provides a supportive community and a variety of targeted services, including tutoring and study groups, supplemental instruction, priority registration for impacted STEM classes, internship and research opportunities, and special events for students in the program. Support also includes dedicated counselors, specialized tutoring, additional core course sections, and a book loan program. The services offered were determined by a group of faculty and staff who were interested in infusing culturally-responsive approaches to serving low-income AAPI students. Key findings for our analysis of City College of San Francisco's AANAPISI STEM program: • AANAPISI STEM program students attempted more academic credits per term than the comparison group, which shortened their time to completion. • Compared to the comparison group, AANAPISI STEM program students enrolled in more academically rigorous coursework. • AANAPISI STEM program students had a higher transfer rate to four-year institutions and transferred in fewer terms compared to the comparison group. SSCC chose to use their AANAPISI funding to pilot learning communities, as their data indicated that students in developmental education struggled to transition to college-level coursework. This trend was particularly pronounced among low-income AAPI students who tended to be English Language Learners. The AANAPISIfunded learning communities featured developmental coursework linked to a college success course, as well as access to tutoring and mentoring from peer navigators. Counselors taught the college success course and covered topics such as time management and study skills. Counselors also worked closely with faculty teaching developmental education to enhance curricula, ensure the materials and assignments in each linked course reinforce one another, manage the peer navigators, and follow up with students outside of class. Key findings for our analysis of South Seattle Community College's AANAPISI-funded learning communities: • Learning community participants were more likely than the comparison group to transition from developmental to college-level courses. • Compared to the comparison group, students in the AANAPISI-funded learning communities had a higher rate of persistence in the term following the intervention. • Learning community participants were more likely than the comparison group to graduate with an associate's degree or certificate. A primary goal of the AANAPISI program is to afford campuses an opportunity to experiment with practices that help students reach their full degree-seeking potential. For each campus, we conducted analysis to estimate the potential for larger, campus-wide efforts to bring AANAPISI-funded programs to scale. We began with a gap analysis to identify the number of students served by these programs and the number of students who met the same qualifications for participating in the program. For the latter group of students, we estimated the numerical increases in short-term and long-term outcomes for AAPI students at the campus level.

ing a community college in the United States free, with the federal government paying 75% of the costs and states paying 25% of two years of community college. To qualify for this benefit, students must maintain a 2.5 GPA, and community colleges must adopt evidence-based institutional reforms to improve student outcomes, including reforms to student services. President Obama’s plan to strengthen community colleges and bring education to more students has the potential to bolster and bring more attention to the value community colleges offer. But what about those community colleges that are also minority serving institutions and their students? Does the proposal adequately address their needs?

THE PELL INSTITUTE for the Study of Opportunity in Higher Education THE PELL INSTITUTE for the Study of Opportunity in Higher Education The Pell Institute for the Study of Opportunity in Higher Education conducts and disseminates research and policy analysis to encourage policymakers, educators, and the public to improve educational opportunities and outcomes of low-income, first-generation, and disabled college students. The Pell Institute is the first research institute to specifically address the issues impacting educational opportunity for this growing population. A particular emphasis of the Pell Institute is on professional practice and development for efforts designed to encourage, support, and enhance educational opportunity for low-income, first-generation students.

Urban minoritized students often face a multitude of systemic challenges that play out in their statistical outcomes. Still, they are also surrounded by cultural, family, and community resources, supports, and funds of knowledge. In this manuscript, we present a methodology for a community-engaged process to urban educational ecosystems as a first step in promoting systems change. We describe the need to consider systems, and then discuss our work in mapping the ecosystem of supports for Black and Latino/a students in Milwaukee. Our aim is to present an adaptable model for other scholars and findings from our engagement with the process.

Every parent wants the best for their child, and one of the most critical decisions involves selecting the right learning environment. This path is more than filling out forms or submitting documents; it's about envisioning a space where growth, curiosity, and academic excellence meet. Navigating the application process can feel overwhelming, especially when it's tied to future aspirations. However, with the right approach and early preparation, families can approach this step with confidence and clarity.

Time to degree completion, unit accumulation, and transfer attainment are all indicators of student success in higher education. These measures have served as dials of success for decades (e.g., . The Student Transfer Achievement Reform Act of 2010 (SB 1440) was passed with the goal to enhance the intersegmental coordination of the transfer process for California Community College (CCC) students seeking to transfer to a California State University (CSU) (California Legislative Information, 2010). This legislation engineered a transfer process that allows CCC students seeking a 4-year degree to have a seamless transition into the CSU system. Beneficiaries of transfer degrees earn a guaranteed admission into a CSU and are provided with a clear pathway for completion with legal guidelines for the number of units that can be required for degree attainment. Many community college students embark their academic journey with a goal of transferring to 4-year institution, but only a small percentage are retained after their first term, and even a smaller percentage realize their transfer goal . Moreover, recent data projections indicate that by the year 2025 more jobs in the state of California will require some form of college attendance or training than the jobs that do not . This study seeks to identify the impact of Transfer Degrees on retention, progression and completion. Additionally, the last question seeks to identify equity metrics for disproportionately impacted students. The four questions are as follows: 1. What is the comparison in time to degree conferral between ADT degree earners, Associate degree earners, and Transfer Prepared (non-degree seeking) students?

Vocational Education for Non-College Students ocational education has been criticized for preparing students for low-wage jobs with minimal career prospects. This background paper examines the relationships between vocational coursetaking and entry-level occupations and earnings among high school students who do not pursue postsecondary education.

Using data available at the NSF Search Awards site, Biology REU Site awards made from 1987 to 2014 were analyzed. During this time, there was an average of 30.8 new REU Site awards per year with an average duration of three years. Total funding for Biology REU Site awards increased for each four-year period analyzed since 1995-1998 in actual dollars but has not increased substantially in inflation-adjusted dollars since 2003-2006. Average award funding in inflation-adjusted dollars increased from 1987-1990 to 2003-2006, which reflects the increased duration of awards, and then declined slightly for the 2007-2010 and 2011-2014 periods. Awards have been made to institutions in every state except Wyoming as well as to institutions in Washington, DC, and Puerto Rico. The total Biology REU Site funding per state/location is highly correlated with the state/location population. Awards have been made to 257 institutions and to 480 principal investigators (PIs). Many institutions (33.8 percent) and PIs (56.7 percent) have had only one Biology REU Site award, whereas 10.5 percent of the institutions and 0.4 percent of the PIs have had eight or more awards. Doctoral institutions had the largest percentage of awards (65.5 percent), followed by research institutes, master's institutions, bachelor's institutions, medical institutions, associate's institutions, and tribal colleges. From the 1987-1990 to the 2011-2014 analysis periods, the percentage of awards made to master's institutions increased from 9.6 percent to 15.3 percent, and the percentage of awards made to bachelor's institutions decreased from 13.3 percent to 2.1 percent.

Using data available at the NSF Search Awards site, Biology REU Site awards made from 1987 to 2014 were analyzed. During this time, there was an average of 30.8 new REU Site awards per year with an average duration of three years. Total funding for Biology REU Site awards increased for each four-year period analyzed since 1995-1998 in actual dollars but has not increased substantially in inflation-adjusted dollars since 2003-2006. Average award funding in inflation-adjusted dollars increased from 1987-1990 to 2003-2006, which reflects the increased duration of awards, and then declined slightly for the 2007-2010 and 2011-2014 periods. Awards have been made to institutions in every state except Wyoming as well as to institutions in Washington, DC, and Puerto Rico. The total Biology REU Site funding per state/location is highly correlated with the state/location population. Awards have been made to 257 institutions and to 480 principal investigators (PIs). Many institutions (33.8 percent) and PIs (56.7 percent) have had only one Biology REU Site award, whereas 10.5 percent of the institutions and 0.4 percent of the PIs have had eight or more awards. Doctoral institutions had the largest percentage of awards (65.5 percent), followed by research institutes, master's institutions, bachelor's institutions, medical institutions, associate's institutions, and tribal colleges. From the 1987-1990 to the 2011-2014 analysis periods, the percentage of awards made to master's institutions increased from 9.6 percent to 15.3 percent, and the percentage of awards made to bachelor's institutions decreased from 13.3 percent to 2.1 percent.

Using the framework of belonging, this qualita ve study explores how one upper Midwestern college engages in student-readiness and explores the disconnects that create barriers to student-readiness. The study inves gates 'student readiness' broadly through the literature and more specifically by narrowing efforts to a detailed examina on of one college by conduc ng interviews, observa ons, and collec ng ar facts. The results of the study revealed that the college addressed student readiness differently depending on perspec ves of staff/faculty, administra on, and students. Three themes emerged a er coding and examina on of the data: supports, community and disconnect.

Educational attainment beyond high school has been established as a crucial factor in a successful transition to adulthood. A college education is strongly associated with employment prospects and increased earning potential. In addition to serving as a pathway to economic self-sufficiency, higher levels of education are associated with better self-reports of health, decreased participation in risk behaviors, and increased civic engagement.

The purpose of this study was to determine whether Latino/a students at Rowan University felt as though they mattered. The subjects in this study consisted of undergraduate, full-time and part-time students at Rowan University enrolled during the 2014 Spring semester. Data were collected using the College Mattering Inventory, which consisted of 29 Likert scale items. The findings of this study revealed that Latina/o students at Rowan University generally have positive attitudes toward mattering in the subscales. Latina/o students at Rowan University reported the lowest levels of mattering in the general college mattering sub-scale and the Mattering to Students sub-scale. Overall there were only marginal differences in the mean scores of the study of Rowan University business transfer students by Johnston (2014), Rowan University residential students by McGuire (2012) and those of Rowan University Latina/o students

The Hoover-Dempsey et al. ( ) model of parents" involvement in their children's schools has recently been applied to Latino immigrant families. This article reviews that literature and then describes culturally appropriate strategies for school counselors to work with this population, focusing on (a) teacher and counselor invitations to the family, (b) parent or partnership-focused role construction, and (c) flexible formats for involvement that respect families with limited time. The article includes a sample Latino Family Night program.

This chapter draws on an extensive literature review to examine factors that influence the access and achievement of American Indians and Alaska Natives in higher education. American Indians are less likely to attend college than other U.S. ethnic groups. This underrepresentation is partly due to precollege attributes: low scores on college admissions tests, relatively low completion of high school core curriculum requirements, and failure to meet other college admissions criteria. Other, perhaps more important, influences on American Indian postsecondary access are school and environmental attributes: lack of qualified Native educators, lack of culturally relevant curriculum, poverty, and family problems. Once in college, American Indians are more likely than other students to attend a 2-year college and are underrepresented among those who have completed a bachelor's degree. Native graduation and persistence rates are also consistently lower than those of the general student population. To promote satisfactory transition from high school to college, governments and colleges must promote K-16 partnerships with tribal communities to elevate the overall level of precollege academic preparation and postsecondary aspirations of American Indian students. Culturally-specific academic and student support services, mentoring programs, and sufficient financial aid are needed once the student gets into college. Tribal colleges are exemplary in developing recruitment, retention, and supportive campus environments, and many non-Indian institutions have also strived to meet the needs of Native students and communities. Contains tables, and endnotes and 71 references. (TD)

The rise of online lending platforms in Indonesia is accompanied by significant issues, one of which is the "galbay" (gagal bayar) movement that has emerged through Facebook groups advocating for individuals to default on their online loans. While the Technology Acceptance Model affirms the convenience of digital lending platforms, there exists a disjunction between culturally prescribed financial goals and the institutional means available to achieve them, leading to an anomie within the social structure. This paper employs netnography to explore the "Raja Galbay" group on Facebook, examining the motivations and behaviors of its members. this paper explore the motivation, causes, and how user decided to default their online lending. Concern like privacy, collective movement exploration also discussed in this paper. indicate that online communities play a critical role in shaping the perception and behavior of individuals facing financial distress. This galbay movement is recognized as a legitimate reaction to financial difficulties rather than a violation of ethical or legal responsibilities. The community functions not only as a platform for sharing information but also as a support network that reinforces the normalization of loan defaults. These observations underscore the necessity for a more nuanced approach to financial regulation and consumer protection, taking into account the social dynamics that shape financial decisionmaking in digital environments.

Background With college tuition and student loan debt rising, high school students and their families are increasingly concerned about “how to” pay for college. To address this, federal/state policy makers encourage individuals to financially prepare for college early in their child's life. Drawing from social reproduction theory, we anticipate wide inequalities in who engages in college financial preparations and savings and when they begin these activities. Purpose This study updates and extends the literature on how families financially prepare for college. Data High School Longitudinal Study of 2009 (HSLS:09), a nationally representative sample of 9th grade students who began high school in 2009. Research Design We use logistic and multinomial regression to estimate four different outcomes: (1) whether the family plans to help the student pay for college; (2) whether the family has financially prepared for college; (3) whether the family has opened a college savings account;...

The purpose of this research was to discover what specific attitudes and behaviors first year students believed were necessary to transition to college by employing a qualitative lens. We chose to explore how students describe building their identities as college students, responding to the cultural shifts between high school and college, and interacting with the power structures in five Long Island institutions of higher education. Specifically, we compared 55 students along two dimensions-first-generation students of color at public and community colleges (n=22 students), and White private college students who are nonfirst-generation (n=33 students).

The late Reverend Desmond Tutu said: ‘We say, “a person is a person through other people”. It is not ‘”I think therefore I am”. It says rather: “I am human because I belong” I participate, I share. A person with ubuntu is open and available to others….’ (Tutu, 1999, No Future without forgiveness, p. 35)

A neglected aspect of social and professional development in schools is the concept of mattering. In life, most people need the reflectent, social acknowledgement of mattering because humans are social beings who need to belong and be recognised. In their original research Rosenberg and McCullough (1981) identified three inter-related components of mattering:

WE WANT THEM, BUT WE DON'T WANT THEM: THE CASE OF UNDOCUMENTED COLLEGE STUDENTS IN COLORADO AN INTERPRETATION OF POLICY NARRATIVES This dissertation describes a research project that examined and interpreted the text of Colorado House Bill 1023 (2006) and the narratives embedded in this policy text. The research context was framed by current debates at the national and state levels on the issue of postsecondary education benefits for undocumented students. Analysis of the data led to the illumination of the rationalization for denying in-state tuition benefits to undocumented graduates from public high-schools in Colorado. This rationalization was found to be based on selected ideological beliefs that were then identified and interpreted. The study employed a qualitative research design. The method of inquiry was grounded in a constructivist-interpretive methodology. The methods of analysis and interpretation were thematic analysis, hermeneutic interpretation, and narrative policy analysis. The data consisted of Colorado policy texts concerning immigration and membership issues, related federal legislation, and state statutes from Texas and California. The data were first analyzed using thematic networks analysis and then hermeneutic interpretation. Narrative policy analysis was subsequently employed to synthesize the themes that emerged in the thematic analysis and hermeneutic iii interpretation. A dominant policy narrative and counter policy narrative were generated, and from these a metanarrative evolved. The thematic analysis yielded an internal or legalistic interpretation of the verification regulations of lawful presence requirement set forth in Colorado HB 06S-1023. The hermeneutic interpretation revealed that this Colorado policy was framed according to the principle of self-sufficiency for immigrant admission and notions of restrictive membership for resident aliens. The interpretive analysis also showed that the interaction of negative constructions of undocumented immigrants with structures of social dominance led to a narrative of exclusion and objectification of these resident aliens. The narrative policy analysis related Colorado HB 06S-1023 to a dominant policy narrative that reinforced the legal grounds for the delegitimization and social exclusion of undocumented immigrants. A metanarrative derived from the comparison of these narratives and was interpreted as the contrast between we want them, but we don't want them to explain how official government texts of the state of Colorado rationalized the issue of undocumented immigrants' rights and the state's responsibilities in this regard. The interpretation of the data contributed perspectives that advance the understanding of the social issue regarding the restriction on public benefits for undocumented immigrants currently residing in American communities. Specifically, this interpretation provided insights on the case of undocumented students in Colorado who, as a result of current state legislation, are denied access to in-state tuition benefits. The study also contributed another approach to meaning-creation processes and understanding the meaning of a policy text. Recommendations for further research on this topic and related themes were identified. The main goal of this research project was to examine and interpret the text of a Colorado law concerning the social status and legal rights of undocumented immigrants in the state. The study specifically considered the case of undocumented college students who have resided in Colorado and who have graduated from public high-schools. In this study, the terms undocumented or unauthorized students refer to those students who are foreign nationals and who entered the United States as children either without inspection or with fraudulent documents, or with legal, non-immigrant visas that eventually expired. The significance is that, under any of these circumstances, these students reside in the United States without documented verification of lawful presence. The steps that I completed in this investigation are reported in five parts organized as chapters. Chapter One presents an introduction to the research topic, describes the research context and rationale for the study, and defines my perspective as a researcher and the study's conceptual framework. The research methods are introduced and the research questions are identified. The chapter concludes with a discussion of the significance and limitations of the study. Chapter Two is a review of the literature that provides a socio-historical and legal background to the topic of this study. Accordingly, this chapter explains culturallyshared beliefs underlying the American educational system and, specifically, access to higher education and core principles of criteria determining admission to higher education. In addition, the review examines the place of political culture and conceptualizations of community membership in policymaking processes, and summarizes relevant points in current federal and state law regarding the rights of undocumented college students. Chapter Three explains the methodology employed in this research project. The chapter describes the theoretical framework and interpretive grounding for a qualitative research design and explains the methods that I used for data collection and analysis. The chapter closes with a discussion of the strategies that I employed to ensure trustworthiness and transparency in the generation and explanation of the interpretations. Chapter Four describes the procedures that I used to analyze and interpret the data. The chapter describes the preparation steps, and the descriptive and interpretive stages of data analysis. The thematic analysis of the core and primary texts constituted the descriptive stage of the analysis. The interpretive stage of analysis involved the hermeneutic interpretation of the core text with respect to additional documents. Narrative policy analysis was then used to synthesize the themes that evolved in the descriptive and interpretive stages of data analysis. This chapter also explains how matters of trustworthiness and ethical considerations were accomplished throughout the analytical and interpretive processes. Chapter Five synthesizes and interprets critical insights gained from the study. A metanarrative generated from the juxtaposition of narratives is explained in relation to the data, research questions, and views from the literature. The chapter then addresses the significance of the study and provides recommendations for further study. In the fall of 2007, I met with the English as a Second Language (ESL) Coordinator of a public school district in Northern Colorado. The purpose of the meeting

The College Board is a mission-driven not-for-profit organization that connects students to college success and opportunity. Founded in 1900, the College Board was created to expand access to higher education. Today, the membership association is made up of over 6,000 of the world's leading educational institutions and is dedicated to promoting excellence and equity in education. Each year, the College Board helps more than seven million students prepare for a successful transition to college through programs and services in college readiness and college success -including the SAT ® and the Advanced Placement Program ® . The organization also serves the education community through research and advocacy on behalf of students, educators and schools. For further information, visit www.collegeboard.org. • Graduate students received an average of $25,152 per FTE in aid, including $7,417 in grant aid and $16,796 in federal loans. • In 2011-12, $236.7 billion in financial aid was distributed to undergraduate and graduate students in the form of grants from all sources, Federal Work-Study (FWS), federal loans, and federal tax credits and deductions. In addition, students borrowed about $8.1 billion from private, state, and institutional sources to help finance their education. • An estimated 13.1 million tax filers benefited from federal education tax credits and deductions in 2010 -more than the number of students benefiting from any other federal aid program in 2011-12. About 9.4 million students received Pell Grants and about 10.4 million took out Stafford Loans. • There were 1.4 million recipients of the Federal Supplemental Educational Opportunity Grant (FSEOG), 684,000 Federal Work-Study (FWS) participants, and 524,000 Perkins Loan recipients in 2011-12. • The American Opportunity Tax Credit (AOTC), introduced in 2009, increased the total tax savings for college students and their parents claiming education credits and tuition deductions from $7.0 billion (in 2011 dollars) in 2008 to $15.4 billion in 2009 and to $18.8 billion in 2010. • Veterans benefits and military aid increased from 19% to 27% of total federal grants over the decade from 2001-02 to 2011-12. Federal grant aid almost tripled in constant dollars between 2001-02 and 2011-12, increasing from 20% to 26% of the total $185.1 billion in undergraduate aid. • In 2011-12, 44% of all grant aid (and 49% of undergraduate grant aid) came from the federal government. Ten years earlier, only 32% of all grant aid (and 37% of undergraduate grant aid) was federal. • In 2011-12, 37% of all grant aid came from colleges and universities, 9% came from state governments, and 10% came from employers and other private sources. • Total Pell Grant expenditures increased from $12.7 billion (in 2011 dollars) in 2001-02 to $37.0 billion in 2010-11, but declined to an estimated $34.5 billion in 2011-12. • Only undergraduate students who have an expected family contribution of zero and enroll full-time/full-year receive the maximum Pell Grant. In 2010-11 (when some students could receive more than one grant in a 12-month period), 31% of Pell Grant recipients received at least $5,550 in Pell funding -the maximum for a single award. In 2008-09, 25% of Pell Grant recipients were awarded the maximum Pell Grant of $4,731 (in current dollars).

Latina college students who begin their pathway at 2-year institutions represent the vast majority of Latinx college students who enter higher education (Fry, 2009; NCES, 2018) and more than half of all Latinx students initially enroll in community colleges. Latina transfer college students are also the most likely to drop out of college after transferring to 4-year institutions . The focus of the extant research has been with Latinx individuals who begin their academic careers at 4-year university settings, rather than those who transfer from a community college. It remains unclear which academic and socio-cultural resources Latina transfer students' access, with what frequency, and the helpfulness of these resources in promoting academic persistence . Additional research is needed to understand Latina transfer student's socio-academic integration into campus environments. This dissertation examined 1) which academic and socio-cultural resources Latina transfer students knew existed on their campuses, 2) how frequently students accessed v specific types of academic and socio-cultural resources, 3) how helpful students experienced each type of academic and socio-cultural resource 4) and the relationship between frequency of academic and socio-cultural resource use and dimensions of academic persistence (academic integration, social integration, degree persistence, academic persistence) while controlling for relevant covariates (age, time in the US). Findings indicate that 1) more students reported knowing about more academic resources than socio-cultural resources on their respective college campuses regardless of class standing, 2) students reported engaging in socio-cultural resources more frequently, especially fourth and fifth year transfer students 3) participants overall reported sociocultural resources as more helpful to their academic persistence, especially third and

In this paper, we examine variation in social capital among "Crossroads" charter schools at the middle and high school levels. We define social capital as those social relationships between persons that provide resources for achieving certain goals, emphasizing the importance of social networks, obligations and trust, information flows, and social norms (Bryk and Schneider, 2002; Coleman, 1988). We address several questions: How do student a perceptions of social capital differ among charter schools in a large urban area? How do these perceptions differ by race-ethnicity and socioeconomic status? How are differences in social capital related to variation in instructional conditions reported by students? We examine several social capital constructs in our data, including caring adults in the school, personal relationships between teachers and students, students' expectations, teacher expectations for students, and collaboration with classmates. Our analyses reveal a great deal of variability among charter schools in these constructs for social capital. Our multivariate analyses reveal consistent positive relationships between that our student-reported social capital measures and student engagement. Social capital measures do not show robust relationships with homework or academic rigor.

In many ways law schools are gatekeepers to positions of influence or power in U.S. society, including state and federal judicial systems, legislative and executive branches of government, and a variety of industries. Law schools help prepare social leaders who may advocate for greater gender and racial equity and justice in our society in ways that are unique from undergraduate programs, master’s programs, medical schools, and even research doctoral programs. Although scholars have long sought to address the underrepresentation of women or racial minorities in law schools and the legal profession, they tend to examine gender and race separately. This study focuses on law school admissions and enrollment among women of color, particularly Black and Hispanic women. It is important to improve access for underrepresented women of color to law schools as an equity issue within legal education and for the preparation of civic leaders. Additionally, this study is important for considering...

This article uses a disparate impact analysis framework to assess the impact of a policy change in writing assessment that roughly doubled the proportion of students placing into college English at Butte College, a two-year college in California. After establishing the disparate impact of placement, we tracked how students performed in college English, subsequent college courses, and overall college completion under the new policy. We found that substantially more students completed college English compared to previous cohorts, with Asian, African American, Latinx, and Native American students' completion of college English doubling or tripling. Upon taking subsequent college courses, students placing into college English under the new policy performed as well as those who had qualified for college English under the more restrictive policy. Overall college completion outcomes, including degree completion and meeting the criteria for transferring to 4-year universities, have generally improved and become more equitable since the 2011 policy change. These findings suggest that broadening access to college English can be a powerful lever for reducing racial and ethnic gaps in the completion of college English and may help to reduce gaps in the attainment of other, longer-term college completion outcomes.

Resumo A expansão do Ensino Superior foi acompanha-da pelo aumento da evasão. Esta tem sido relacio-nada, principalmente, a características discentes preditoras; alterações curriculares poderiam reverter as taxas atuais. Nesse contexto, estudan-tes têm sido considerados como categoria única, homogeneizada pelo vestibular. Na Universidade de São Paulo, por exemplo, os estudantes são tratados por alunos USP. A fim de verificar os perfis de ingressantes dos cursos de Engenharia, Odontologia e Pedagogia, comparamos qualita-tivamente respostas ao questionário do Manual da FUVEST de 2007 a 2009. Os resultados indicaram perfis diversos que deveriam ser con-siderados em mudanças curriculares que visem a melhoria do Ensino Superior. Palavras-chave: Perfil de Estudantes de Gra-duação. Ensino Superior. Mudanças Curricu-lares. Abstract The expansion of Higher Education was followed by dropout increase. This was related , mostly, to predictors characteristics of students; curricular changes woul...