For decades, low-income families have increasingly found themselves in a position where they have to choose between a college education and remaining at a steady job. However, with the growing demand for college-educated workers, a college education is highly recommended in order to attain a job that is capable of providing the individual and his family a respectable income. Even as more people from low socio-economic status are applying to college, the difference in graduation rates between the top and bottom income groups is predictable. Unfortunately, low-income students often lack the guidance and support they need to persist in their studies. As a result, large gaps remain in educational achievement between students from low-income families and their high-income peers. Fortunately, the Central Intercollegiate Athletic Association (CIAA) schools have made it possible for under-represented minorities and low-income families to continue their education. To help more students afford and graduate from college, Bowie State University, for example, has taken steps to address these chal...
Obtaining higher education is regarded as the ultimate symbol of status in the United States (US). Access to a college education in this country is seen as an expression of academic excellence and can provide access to unlimited possibilities. In the US, Ivy Leagues are considered the elite and represent the most powerful ideogram of educational opportunity. According to the National Center for Education Statistics [NCES] (2012), from 1999–2000 to 2009–10, the percentages of both master's and doctor's degrees earned by females increased from 1999–2000 to 2009–10 from 58 to 60 percent and from 45 to 52 percent. The NCES report (2012), found that in 2009-10, of the 10.3 percent Black students who earned Bachelor degrees; 65.9 percent were women. Of the 12.5% of Black students who earned Master’s degree in 2009-10, 71.1 percent were women; and of the 7.4 percent of Black students who earned doctoral level degrees (this includes most degrees previously regarded as first-professional, i.e. M.D., D.D.S., and law degrees), 65.2 percent were women (NCES, 2012)...
Major collegiate athletics programs are able to generate millions of dollars for their institutions, but are not able to show any evidence of successfully graduating their black male athletes that contribute to their success in generating those millions of dollars. These universities in turn, are failing these student athletes whom were promised that they would nurture them intellectually as well as athletically. A four year report published by the University of Pennsylvania's Graduate School of Education presents statistics that shows that the six major sports conferences in the NCAA (ACC, Big Ten, Big East, Big 12, SEC, Pac 12) have weak graduation rates for male African American Student athletes. Jessica Anderson of the associated press wrote an article titled, Black Athletes' Graduation Rates Weak where she used evidence from the University of Pennsylvania’s study as well as information from The Center for the Study of Race and Equity in Education to present findings that showed that only about, “50.2 percent of African-American male student-athletes graduated within six years and that 96.1 percent of the schools graduated African-American male student-athletes at rates lower than student-athletes overall” (Anderson). Yet, the evidence that African American male student athletes are struggling to graduate as compared to their white counterparts does not simply stop there. In fact, Shaun Harper the executive director of the Center for the Study of Race and Equity in Education at the University of Pennsylvania reports that, “50.2 percent of black male athletes graduate within six years from colleges compared with 67 percent of athletes over all, 73 percent of undergraduates, and 56 percent of black undergraduate men” (Harper)....
Race, gender, and socioeconomic status are enduring social characteristics that influence life outcomes and children and adolescents cannot control (Murphy, Gaughan, Hume, & Moore, 2010). With the unequal distribution of society’s resources based on race and gender and the negative view of African American males, African American males’ ability to access and complete college is hampered. Although athletics is often viewed as a way to improve one’s life chances, African-American male athletes perform worse academically than any of their peers (Murphy, Gaughan, Hume, & Moore, 2010), which threatens their college completion goals.
Right now in our society a college education is no longer an option or privilege, but rather a necessity. We are practically raised and conditioned to believe that one needs higher education in order to succeed in life. There is a saying that says "if you think education is expensive, try ignorance." But as technology is constantly advancing and computers are running almost anything, is a college education really necessary? There are people whom have never set foot in a college and are doing better than people who have their master's degree. There are views from both sides that contain a valid argument.
Researchers found that that a majority of all public school students in one third of America’s states now come from low-income families. “Children living in poverty have a higher number of absenteeism or leave school all together because they are more likely to have to work or care for family members”(McIntyre). “Dropout rates of 16 to 24-years-old students who come from low income families are seven times more likely to drop out than those from families with higher incomes”(McIntyre). Graduating without a high school or college diploma is a very good way to ensure the generation that grew` up in poverty will remain in this situation long term. If they do not receive enough education, to get a job with a good salary, then the cycle of poverty will never break. John Galbraith made proper education for children one of the major points in his article “The Position of Poverty.” He argued that we must invest in good education for the children so that they would have a bright future ahead of them
As previously stated, it appears there are persistant barriers present that hinder enrollment, retention, and rate of graduation for African Americans in higher education. It is imperative that educational concerns for African Americans are addressed at all levels, but it is particularly important at the post secondary stage. Higher levels of education are associated with both lower unemployment rates and a higher income. If...
It’s no secret that “high priced real estate increases property taxes,” (Source G) and those taxes go on to fund public schools, bringing in more affluent families. Low-income students in these schools find themselves surrounded in an environment where “classmates expect them to go on to college,” (Source G) in turn making these students more academically engaged. In addition to the positive environment, low-income students who attend more affluent schools are given access to critical support when it comes to submitting applications to elite colleges. Unfortunately, the inverse of this is also true. Low-income students who attend poorly funded schools are not given the support they need to get themselves to a quality education. This is where the Dream fails, with “a whimper of elite school applications by poor kids.” (Source E) The reality of the situation is, Ivies and other top schools are the route to the top, and without proper support, low-income students have no chance getting there, all because of their zip code and the area in which they live not sufficiently funding public
Many of the unresolved issues of substandard education, segregated neighborhoods, broken families, economic disadvantages and social inequalities continue to contribute to the poor performance rate of young African-Americans on the SAT’s and other required college entry exams. Regrettable, SAT’s and other standardize test have become ritualistic and institutionalize; cemented in the impenetrable walls of higher education. Universities and colleges depend on these “gatekeepers” to maintain the privileged class and to cherry pick the “crème of the crop”. This covert system of selection was never intended for all, but designed to maintain social stratification, create caste systems and marginalize certain groups of people from fair competition.
Multiple federal programs have been created to guide families in the confusion that is college. The Obama Administration has worked with FAFSA since 2009 to ease the paperwork associated with college and has made financial aid opportunity transparent to lower income households. Not only does this provide financial aid, but measures are put in place to standardized performance and “improve college persistence and completion” (221, par.3). Programs like this give additional incentive to make students do the best in school that they can. Knowing about these available services can assist families in saving money, and sending their child to college
In America, students from low socioeconomic status (SES) families have always been a part of the nation’s higher education and are few in number. Socioeconomic status has crucial effects on students and their performance in college. The subject of SES and how it affects college education has been debated for decades. The social ranking is parallel to whether one will succeed in college. SES insinuates more immense impact on low SES students than high SES students.
“Children from low-income families hear as many as 30 million fewer words by the age of 4 than their higher-income peers” (Carter). Schooling is not prioritized in low-income households because most students are the first generation in their family to go to a higher level of schooling. Carter addresses, “Of entering college freshmen, 30 percent are first-generation college students, meaning no one in their family has earned a degree, and 24 percent are first-generation and low income.” She explains that almost 90% of those students do not finish with a degree. Most low-income households are not a stable environment for learning students. According to the Urban
Even when disadvantaged students do overcome barriers and graduate from high school they find it difficult to navigate the path to college. Parents living in lower socioeconomic conditions may not have the time, knowledge or money to help their children with college applications, SAT prep classes or FAFSA forms. O’Brien asserts, “It 's a totally different game for high-achieving, low-income students, because nobody tells them how to play it… they mostly don 't have parents or teachers or counselors with much experience applying to selective colleges” (O’Brien). Unfortunately, some of the next generation’s innovators or scholars may be left out due to lack of help in navigating an intimidating system of fees, applications and tests. Students
Having grown up in a lower middle-class neighborhood myself, I have witnessed the challenges many students in these communities experience first-hand. I was lucky enough to attend a school with more resources, but many of my neighbors didn’t receive the same opportunity and struggled to keep up in school. For example, one of my neighbors didn’t have a car after his parents divorced and would miss school if he missed the bus. Other neighbors didn’t have access to computers or had to take care of their siblings while their parents worked, making it difficult for them to do homework. Knowing these children increased my awareness of how situations at home and financial struggles can affect a student’s education.
After reading Hallway Hangers, a sense of the complex relationship between poverty and education is gained: it a dualistic one. In some views, education is a means out of poverty, yet those who grow up poor often have different opportunities, hopes, and experiences in their school years. During my time thus far at Colgate, I have participated and watched many sporting events on campus, and found that local families attend and cheer with as much enthusiasm as the students. Similarly, on National Athletes appreciation Day last year the Student Athletic Advisory Committee (SAAC) ran a program at both the elementary and high schools in Hamilton, providing question and answer periods for the students and giving them skills clinics. The tremendous respect that I felt that the students gave me was overwhelming, not because I was just an athlete, but because I attended Colgate University. While observing the sporting events and the community outreach programs I realized then that Colgate is a virtual mecca for this area. So a double standard is evident: the presence of a relatively prestigious college is no doubt an inspiration to local students; but the reality of the matter is - how many of these youths could, and would, achieve a college diploma?
When students are working and attending school part-time the results can be good or bad depending on his or her life situation. Should you work or should you go to school? Doing both can be possible if you just work around your schedule, and give yourself time to do your school work and attend your classes. Students are increasingly likely to work while in college. Not only are students more likely to work, but they are more likely to work a full-time job while going to school.