Implications for Diverse College Student Populations
Edited By Donald Jr. Mitchell, Krista M. Soria, Elizabeth A. Daniele and John A. Gipson
Chapter Three: Elevating the Academic Success of Working-class College Students through High-impact Educational Practices
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Elevating THE Academic Success OF Working-class College Students through High-impact Educational Practices
KRISTA M. SORIA
Scholars continue to point toward the importance of social class in understanding undergraduate students’ success in higher education. In particular, scholars have long substantiated that students from working-class backgrounds remain historically underrepresented in higher education—especially at four-year institutions—are less prepared for college, have lower grade point averages while in college, and are significantly less likely to persist to graduation as compared to their peers from middle- or upper-class families (Dickbert-Conlin & Rubenstein, 2007; Pascarella & Terenzini, 2005; Soria & Stebleton, 2013; Terenzini, Cabrera, & Bernal, 2001; Tinto, 2006, 2012). Working-class students tend to be the first in their families to earn a college education, come from low-income families, and are often students of color (Soria, 2012; Soria & Barratt, 2012). Additionally, working-class students’ parents are often employed in occupations that are low in prestige, power, and income (Barratt, 2011). Parental resources—including finances, social networks, and knowledge of high-status culture—greatly advantage affluent students in nearly every aspect of the college-going experience from admission to graduation (Armstrong & Hamilton, 2013; Goldrick-Rab, 2006; Lucas, 2001); consequently, working-class students tend to be disadvantaged in several aspects of college attendance, including their academic and social integration (Rubin, 2012; Soria, 2012; Soria & Bultmann, in press; Soria, Stebleton, & Huesman, 2013-2014). ← 41 | 42 →
After several decades of analysis, it is apparent that...
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