Literaturnachweis - Detailanzeige
| Autor/inn/en | Perna, Laura W.; Odle, Taylor K. |
|---|---|
| Institution | Postsecondary Value Commission |
| Titel | Do Some Forms of Paying for College "Cost" More than Others? Examining How the Role of Student Work Impacts Postsecondary Value |
| Quelle | (2021), (21 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Paying for College; Student Employment; Undergraduate Students; At Risk Students; Economically Disadvantaged; Low Income Students; Minority Group Students; First Generation College Students; Two Year College Students; One Parent Family; Costs; Employment Level; Equal Education; Student Characteristics; Work Study Programs; Student Financial Aid; Student Loan Programs; Institutional Characteristics; Full Time Students; Part Time Students; Student Needs; Grants; Federal Aid |
| Abstract | Working for pay is the reality for many undergraduate students. Higher rates and intensity of employment among students from underserved backgrounds and those attending under-resourced institutions suggest employment during college reinforces inequity in higher education opportunity and outcomes. Compared with higher-income students, students from lower-income families work more hours and are more likely to experience negative consequences from working. More must be done to minimize the costs and maximize the benefits of working, especially for students from low-income families, Black, Hispanic, American Indian/Native American, and first-generation students, and independent single parents, as well as students attending community colleges and institutions with high shares of low-income and underserved groups of students. (ERIC). |
| Anmerkungen | Postsecondary Value Commission. Available from: Bill & Melinda Gates Foundation. e-mail: ValueCommission@IHEP.org; Website: https://www.postsecondaryvalue.org/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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