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Browsing by Subject "low-income or poor students"

Now showing 1 - 7 of 7
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    Adapting to Online Instruction: Disparities Among Graduate and Professional Students
    (SERU Consortium, University of California - Berkeley and University of Minnesota., 2020-06) Soria, Krista M.
    Nearly two-thirds of graduate and professional students enrolled at five large, public research universities reported that they were able to adapt to online instruction “well” or “very well” according to the Graduate Student Experience in the Research University (gradSERU) COVID-19 survey of 7,690 graduate and professional students (Figure 1). Preliminary survey results suggest that 24% of students adapted “very well” to the transition to remote learning while 42% of students adapted “well” to the transition to online learning implemented during the COVID-19 pandemic. Additionally, approximately one-third (34%) of graduate and professional students indicated that they adapted only “slightly well” or “not at all well” to the transition to remote instruction implemented by their universities. Although many students adapted well to online instruction, the data suggest that students from low-income or working-class backgrounds and students with disabilities did not adapt as easily to online instruction.
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    The Benefits of Low-Income Students’ Participation in Living Learning Leadership Programs
    (University of Minnesota, 2021) Soria, Krista M.; Roberts, Brayden J.
    Scholars have illuminated significant disparities in higher education degree attainment between college students from low-income and upper-income backgrounds. Instead of increasing social mobility of college students from socioeconomically disadvantaged backgrounds, structural barriers prohibit many low-income and working-class students from entering into higher education and graduating (Soria, 2015). Sixty percent of students from high socioeconomic status backgrounds earned a bachelor’s degree or higher within eight years compared with 14% of those from low socioeconomic backgrounds (National Center for Education Statistics, 2015). While the extant research on the benefits of living in residence halls substantiates the vital role residential life plays in students’ success (Astin, 1993; Blimling, 1989, 1993; Pascarella & Terenzini, 2005), the scholarship base about the benefits of on-campus living among students from lower-income backgrounds is underdeveloped (Lopez Turley & Wodkte, 2010), as is research around the impact specifically of living and learning leadership programs. Research on the identities of students from lower-income backgrounds is also relatively absent in living and learning leadership literature, and most scholars fail to take into account the self-selection biases of students who participate in living-learning leadership communities. The purpose of our study is to examine whether participating in a living and learning leadership program might be associated with low-income students’ resilience and sense of belonging. Students’ resilience and belonging are factors commonly associated with low-income students’ persistence and degree attainment in higher education.
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    Graduate and Professional Students’ Financial Hardships During the COVID-19 Pandemic: Evidence from the gradSERU COVID-19 Survey
    (SERU Consortium, University of California - Berkeley and University of Minnesota., 2020) Soria, Krista M.
    While approximately one-third of graduate and professional students did not experience financial hardships during the COVID-19 pandemic, 27% experienced unexpected increases in their living expenses, 24% experienced unexpected increases in spending for technology, and 24% experienced a loss or reduction in income from other family members (Figure 1). According to the Graduate Student Experience in the Research University (gradSERU) COVID-19 survey of 7,690 graduate and professional students enrolled at five large, public research universities, an additional 19% experienced the loss or cancellation of an expected job or internship offer and 16% experienced loss of wages from off-campus employment (Figure 1). Furthermore, the gradSERU COVID-19 survey data suggest that fewer graduate and professional students experienced additional hardships, including loss of wages from on-campus employment (8%), loss or reduction of a scholarship (3%), loss or reduction of insurance coverage (2%), loss or reduction of grant aid (2%), and loss or reduction of student loan aid (1%) (Figure 2). There are also disparities in the financial hardships encountered by students based upon students’ parental education levels, caretaking responsibilities for adults or children, and social class background, as reported below.
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    The Obstacles to Remote Learning for Undergraduate, Graduate, and Professional Students
    (SERU Consortium, University of California - Berkeley and University of Minnesota., 2020-07) Soria, Krista M.; Chirikov, Igor; Jones-White, Daniel
    The vast majority of students at research universities—96% of undergraduate students and 88% of graduate students—experienced at least one obstacle in their transition to remote learning, according to the recent Student Experience in the Research University (SERU) Consortium survey of 22,519 undergraduate students and 7,690 graduate and professional students at five public research universities. The biggest obstacle among undergraduate, graduate, and professional students was the lack of motivation for remote learning during the pandemic. Other common obstacles included lack of interaction with other students, inability to learn effectively in an online format, and distracting home environments or lack of access to appropriate study spaces. The obstacles vary by students’ social class background and major/program.
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    Social Class Differences in Students’ Experiences during the COVID-19 Pandemic
    (SERU Consortium, University of California - Berkeley and University of Minnesota., 2020) Soria, Krista M.; Horgos, Bonnie
    The COVID-19 pandemic has created significant hardships for students from low-income, poor, and working-class backgrounds enrolled at large, public research universities, according to the Student Experience in the Research University (SERU) Consortium survey of 30,697 undergraduate students conducted May through July 2020 at nine universities. In the survey, 7% of respondents (n = 2,112) identified as low-income or poor, 16% identified as working-class (n = 4,970), 42% identified as middle-class (n = 12,815), 32% identified as upper-middle or professional-middle class (n = 9,924), and 3% identified as wealthy (n = 876). The results of our study suggest that students from low-income/poor and working-class backgrounds were significantly more likely than their peers to experience financial hardships, including the loss or reduction of income from other family members, unexpected increases in living experiences and technology, the loss/cancellation of expected jobs or internships, and the loss of wages from off-campus employment. Furthermore, students from low-income/poor and working-class backgrounds were significantly more likely than their peers to experience food insecurity and housing insecurity. Additionally, students from low-income/poor and working-class backgrounds had significantly higher rates of generalized anxiety disorder and major depressive disorder and academic obstacles during the transition to remote learning, such as lack of access to appropriate study spaces, technology, academic advising, and learning support services. As campuses roll out their programs and services for the fall 2020 semester, we encourage them to consider the unique needs and experiences of students from low-income/poor and working-class backgrounds and reconfigure their programs to address those students’ financial hardships, food/housing insecurity, mental health disorders, and academic obstacles.
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    Undergraduate and Graduate Students’ Mental Health During the COVID-19 Pandemic
    (SERU Consortium, University of California - Berkeley and University of Minnesota., 2020-07) Chrikov, Igor; Soria, Krista M.; Horgos, Bonnie; Jones-White, Daniel
    The COVID-19 pandemic has looming negative impacts on mental health of undergraduate and graduate students at research universities, according to the Student Experience in the Research University (SERU) Consortium survey of 30,725 undergraduate students and 15,346 graduate and professional students conducted in May-July 2020 at nine public research universities. Based on PHQ-2 and GAD-2 screening tools, 35% of undergraduates and 32% of graduate and professional students screened positive for major depressive disorder, while 39% of undergraduate and graduate and professional students screened positive for generalized anxiety disorder. Major depressive disorder and generalized anxiety disorder rates are more pronounced among low-income students; students of color; women and non-binary students; transgender students; gay or lesbian, bisexual, queer, questioning, asexual, and pansexual students; and, students who are caregivers. The prevalence of major depressive disorder and generalized anxiety disorder is higher among the undergraduate and graduate students who did not adapt well to remote instruction. Furthermore, the pandemic has led to increases in students’ mental health disorders compared to previous years. In fact, the prevalence of major depressive disorder among graduate and professional students is two times higher in 2020 compared to 2019 and the prevalence of generalized anxiety disorder is 1.5 times higher than in 2019.
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    Undergraduate, Graduate, and Professional Students’ Food Insecurity During the COVID-19 Pandemic
    (SERU Consortium, University of California - Berkeley and University of Minnesota., 2020-08) Soria, Krista M.; Horgos, Bonnie; Jones-White, Daniel; Chrikov, Igor
    One in five undergraduates (22%) and graduate and professional students (19%) enrolled at large public research universities experienced food insecurity, according to the Student Experience in the Research University (SERU) Consortium survey of 31,687 undergraduate students at nine universities and 16,453 graduate and professional students from ten universities during the early months of the COVID-19 pandemic. Results from the survey suggest that undergraduate, graduate, and professional students from underrepresented and marginalized backgrounds experienced significantly higher rates of food insecurity compared to their peers. Specifically Black, Hispanic and Latinx, American Indian or Alaskan Native, and international students; low-income, poor, or working-class students; students who are caregivers to adults during the pandemic; first-generation students; and students who are transgender, nonbinary, bisexual, pansexual, or queer all experienced significantly higher rates of food insecurity during the pandemic compared to their peers. As colleges and universities prepare for the upcoming fall 2020 semester, we encourage them to provide resources to alleviate students’ food insecurity, offer students greater access to nutritious and affordable food, and expand food security efforts given that the pandemic is likely to disrupt students’ traditional means of accessing food on campus. We encourage institutional leaders to provide targeted outreach efforts to the students who are most likely to experience food insecurity and consider novel ways of providing students with access to free or discounted meals, even if institutions are offering primarily online classes.