DEVELOPMENT OF LOW- SOCIOECONOMIC. Kyle Wigboldy, M.Ed. STATUS STUDENTS

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1 DEVELOPMENT OF LOW- SOCIOECONOMIC Kyle Wigboldy, M.Ed. STATUS STUDENTS

2 WHY ARE YOU HERE? What made you take this job? Why do you still do this? What t does your answer mean?

3 WHY LOW-SOCIOECONOMIC STATUS (SES) DEVELOPMENT? We should be concerned with more than financial outcomes We should understand holistic development Our knowledge should inform our policies

4 WE KNOW LITTLE OF LOW-SES DEVELOPMENT We care about this group We should care about all facets of this group L h t t L SES l Learn how to support, as Low-SES learn differently

5 EFFECTS OF ENROLLMENT Presume enrollment for development We can study this group more clearly We W can create more organized learning environments We have a time goal Effect of college Do D they get in?

6 DEVELOPMENT OVERVIEW Cognitive Development How Psychosocial Development Content Social Identity Who

7 COGNITIVE DEVELOPMENT Student working through choices William Perry (1968, 1981) Low-SES Population Dualism Multiplicity Relativism

8 PSYCHOSOCIAL DEVELOPMENT Overview Arthur Chickering (1969, 1993) Low-SES Always between high-ses and low-ses Constantly aware of money

9 SOCIAL IDENTITY Low-SES Identity Require more effort to feel comfortable Education does not change view of class Do I leave the past behind? Benefits of Low-SES Leadership development Independence, empathy, resilience (Aries & Seider, 2005, p. 440)

10 IMPLICATIONS FOR PRACTICE Low-SES students operate differently Set developmental goals Status t teaches others Create learning environments Be comprehensive We participate

11 APPLICATION AND FUTURE RESEARCH Gap in Research Study this group particularly SuccessS Development We are missing many students How do we talk about this group? It is more than about money Our language should reflect multiple priorities

12 REFERENCE Aries, E. & Seider, M. (2005). The interactive relationship between class identity and the college experience: The case of lower income students. Qualitative Sociology, 28(3), doi: / s Astin, A. W., & Oseguera, L. (2004). The declining "Equity" of American higher education. The Review e of Higher Education,, 27(3), Braunstein, A., McGrath, M., & Pescatrice, D. (2001). Measuring the impact of financial factors on college persistence. Journal of College Student Retention, 2(3), doi: /0ttm-u8ra-v8fx-fyva Carlson, S. (2009, November 1). The $50k club: 58 private colleges pass a pricing milestone. Retrieved November 4, 2009, from Chickering, A. W. (1969). Education and identity. San Francisco: Jossey-Bass. Chickering, A. W. (1993). Education and identity (2 nd ed.). San Francisco: Jossey-Bass. Cushman, K. (2007, April). Facing the culture: First-generation college students talk about identity, class, and what helps them succeed. Educational Leadership, Retrieved November 7, 2009

13 REFERENCE (CONT.) Duffy, J. O. (2007). Invisibly at risk: Low-income students in a middleand upper-class world [Electronic version]. About Campus, 12(2), doi: /abc.207 Evans, N. J., Forney, D. S., & Guido-DiBrito, F. (1998). Student development in college: Theory, research, and practice. San Francisco: Jossey-Bass. Fischer, M. J. (2007). Settling into campus life: Differences by race/ ethnicity in college involvement and outcomes [Electronic version]. The Journal of Higher Education, 78(2), doi: ?jhe. 1353?jhe Frable, D. E. (1997). Gender, racial, ethnic, sexual, and class identities. Annual Review of Psychology, 48, doi: /97/ Hooks, B. (2000). Where We Stand: Class matters (pp ). New York: Routledge. Retrieved November 8, 2009, from books?id=q1_lse9uvduc&pg=pa24&lpg=pa24&dq=coming+to+class +consciousness,+hooks&source=bl&ots=wk8rxvbprk&sig=zjlugrulrodptl GJcxNrDRhAHa8&hl=en&ei=nhz_SoKJHMGXtge6n9mRDg&sa=X&oi= Ostrove, J. M., & Cole, E. R. (2003). Privileging class: Toward a critical psychology of social class in the context of education [Electronic version]. Journal of Social Issues, 59(4), doi: /j x

14 REFERENCE (CONT.) Pascarell, E. T., & Terenzini, P. T. (2005). How college affects students: A third decade of research. San Francisco: Jossey-Bass. Perry, W. G., Jr. (1968). Forms of intellectual and ethical development in the college years: A scheme. New York: Holt, Rinehart & Winston Perry, W. G., Jr. (1981). Cognitive and ethical growth: The making of meaning. In A. W. Chickering & Associates, The modern American college: Responding to the new realities of diverse students and a changing society (pp ). San Franscisco: Jossey-Bass Pike, G. R., & Kuh, G. D. (2005). First- and second-generation college students: A comparison of their engagement and intellectual development. Journal of Higher Education, 76. Sacks, P. (2007). Tearing Down the Gates. Berkeley, CA: University of California Press. Soares, J. A. (Ed.). (2011). SAT Wars: The case for test-optional college admissions. New York, NY: Teachers College Press. Suskind, R. (2005). A hope in the unseen: An American odyssey from the inner city to the Ivy League. New York: Broadway Books.

15 REFERENCE (CONT.) Terenzini, P. T., Cabrera, A. F., & Bernal, E. M. (2001). Swimming against the tide: The poor in American higher education. New York: The College Board Publications. Retrieved November 5, 2009, from Tinto, V. (2002, October). Enhancing Student persistence: Connecting the dots. Paper presented at Optimizing the Nation s Investment: e t Persistence ste and Success in Postsecondary Education, Wisconsin Center for the Advancement of Postsecondary Education, The University of Wisconsin, Madison, Wisconsin. Titus, M. A. (2006). Understanding college degree completion of students with low socioeconomic status: The influence of the institutional financial context. Research in Higher Education, 47(4), Walpole, M. (1997, March). College and class status: The effect of social class background on college impact and outcomes. Paper presented at the annual meeting of the American Educational Research Association, Seattle, WA. Walpole, M. (2003). Socioeconomic status and college: How SES affects college experiences and outcomes. The Review of Higher Education, 27(1), Walpole, M. (2008). Emerging g from the pipeline: p African American students, socioeconomic status, and college experiences and outcomes. Research in Higher Education, 49(3), doi: /s y

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