1 / 15

Making it on a dime: How the experiences of low income students can inform our work

Making it on a dime: How the experiences of low income students can inform our work. Ohio College Personnel Association Annual Meeting February 3, 2006 Anne M. Hornak, Ph.D. University of Toledo & Natalie Jackson University of Toledo. Presentation Overview. Current state of affairs

ailsa
Download Presentation

Making it on a dime: How the experiences of low income students can inform our work

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Making it on a dime: How the experiences of low income students can inform our work Ohio College Personnel Association Annual Meeting February 3, 2006 Anne M. Hornak, Ph.D. University of Toledo & Natalie Jackson University of Toledo

  2. Presentation Overview • Current state of affairs • Study design and overview • Need for the study • What are professionals saying • What are the needs on your campus • Small group activity • Large group processing • Next steps & conclusion

  3. Current State of Affairs • 84% of the nation believe cost of college is too expensive (Jobs for the Future, 2003) • From 1981 to 1994 the average cost of tuition increased 153% and the median family income only increased by 75% (Kadison & DiGeronimo, 2004)

  4. Current state cont. • In 1990 – 54% of full time students received some form of financial aid – by 2000 this increased to 71% • 76% of students reported working an average of 22 hours per week (Choy, 2004) – Terenzini & Pascarella (2005) study shows that academic success and persistence to graduation is reduced greatly by every hour beyond 15 students work per week

  5. Current state cont. • Grant aid is still available through the federal government, but loans have become the dominant form of aid since the 1980’s (Orfield, 2002) • Census data shows a 16% increase in the number of eligible traditional age college students between 2000-2015 - will impact resources on campus and strain a federal loan aid system in need of an overhaul

  6. Current state cont. • Impetus for current study • Need for current study • Implications of current study

  7. Study design & overview • Mixed Method Study • Quantitative data • BPS • NPSAS • Surveys • Qualitative data • Focus group interviews • Internet Blog journals • Interviews with key administrators

  8. Study design cont. • Six institutions in three states • Institutions • The Ohio State University (40.8%)* • Kent State University (29.6%)* • Michigan State University (28.6%)* • University of Michigan (24.7%)* • Indiana University (33.4%)* • Indiana University Purdue University – Indianapolis (32.9%)* *% change in tuition and fees from 2000-2001 to 2005-2006

  9. Study design cont. • 3 states selected - Michigan, Ohio, Indiana – all rust belt with strong reliance on manufacturing • Tuition increases – Michigan (up 12%) was 3rd highest in the US – Ohio and Indiana 6% and 5% respectively, fell in the middle (College Board, 2005)

  10. Study design cont. • Students selected based on family contribution data, amount of financial aid, and feelings about own ability to pay for tuition and college living • Focus groups will be held once per semester, twice a year • Participants will be required to journal weekly on Internet Blog site • Longitudinal study – pending support

  11. Need for the study • What are the needs of your students? • Have you noticed increased stress over financial issues with your students? • In what context (academic, time management, inability to pay bills)? • What resources are available or referrals have you made to a student struggling financially? • Can programming assist these students or is increased monetary aid the only real answer? • How can we best design programs to assist these students? • Where should such programming be based (e.g., TRIO, Counseling Center, Wellness Center, Financial Aid Office?) • How do we reach these students who may spend limited time on campus?

  12. Small group activity • Your office is just awarded a small grant to work with low income students. You must use a small percentage for administrative costs, but the remainder is can be used however the office thinks it will best serve students. In a small group think about how best to use the remainder of the money. • What do your students need? • What would best fulfill the mission of your office, campus, and larger community?

  13. Large group processing

  14. Next steps…

  15. References • Choy, S. (2004). Paying for college: Changes between 1990 and 2002 for full-time dependent students. U.S. Department of Education, National Center for Education Statistics. Washington, DC: U.S. Government Printing Office. • The College Board. (2005). Trends in College Pricing: 2004. Washington, DC: The College Entrance Examination Board. • Kadison & DiGeronimo, (2004). College of the overwhelmed: The campus health crisis and what to do about it. San Francisco: Jossey-Bass. • Orfield, G. (2002). Foreword. In D.E. Heller and P. Marin (eds.) Who should we help? The negative social consequences of merit scholarships. The Civil Rights Projects, Harvard University. Retrieved September 1, 2003, from http://www.law.harvard.edu/civilrights, xi-xii. • Pascarella, E.T., & Terenzini, P.T. (2005). How college affects students: A third decade of research, volume 2. San Francisco: Jossey- Bass.

More Related