"A Lot of Inner-City Kids": How Financial Aid Policies and Practices Reflect the Social Field of Color-Blind Racism at a Community College Urban Campus

Autor/inn/en	White, Julie A.; Dache, Amalia
Titel	"A Lot of Inner-City Kids": How Financial Aid Policies and Practices Reflect the Social Field of Color-Blind Racism at a Community College Urban Campus
Quelle	In: Community College Journal of Research and Practice, 44 (2020) 1, S.15-29 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (White, Julie A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1066-8926
DOI	10.1080/10668926.2019.1649220
Schlagwörter	Community Colleges; Student Financial Aid; Suburban Schools; Racial Discrimination; Two Year College Students; Student Financial Aid Officers; Resource Allocation; Minority Group Students; Student Attitudes; Employee Attitudes + Suchen Sie Ihr Suchwort? Community college; Community College; Finanzielle Beihilfe; Studienfinanzierung; Studienförderung; Suburban area; Outskirts; Suburb; School; Schools; Vorort; Vorstadt; Schule; Racial bias; Rassismus; Ressourcenallokation; Schülerverhalten; Arbeitnehmerinteresse
Abstract	In the U.S. educational system of higher education, community colleges are positioned as the institutions of access, with student financial aid as the primary policy lever to drive student enrollment. However, completion rates at community colleges are the lowest of all institution types, and financial aid has not been adequate to provide full access to students most in need, who are disproportionately students of color. In light of this challenge, this study addresses the research question: How does the social field of color-blind racism function within financial aid processes and resources at a community college's suburban campus and urban campus? Utilizing case study methodology, data was gathered via brief interviews, participant observation, and in-depth interviews with students and financial aid staff. Findings reveal that resource allocation and student and staff perceptions reflected a social field of color-blind racist ideology. The under-resourcing and racist perceptions of the urban campus contribute to a perpetuation of White privilege, a devaluing of the urban campus students and staff, and continued barriers to the educational goals of students of color. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01