Pathways to early departure from college: the interrelated and precarious role of finances among Black and Latinx students

This study examines the early departure pathways of first-time freshmen university students to better understand the intersection of financial and time-related constraints that affect first-generation and low-income Black and Latinx students. Data from 50 interviews with students who experienced an...

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Bibliographic Details
Published in:Race, ethnicity and education ethnicity and education, 2022-02, Vol.25 (2), p.155-172
Main Authors: Perez, Nicole, Farruggia, Susan P.
Format: Article
Language:English
Subjects:
African American Students
Barriers
Black students
College Freshmen
College students
Dropouts
Educational attainment
Financial Problems
Financial resources
First Generation College Students
Higher education
Hispanic American Students
Inequality
Latinx students
Low income groups
Low Income Students
Sociological research
Sociological theory
Student Costs
Students
Time
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Summary:This study examines the early departure pathways of first-time freshmen university students to better understand the intersection of financial and time-related constraints that affect first-generation and low-income Black and Latinx students. Data from 50 interviews with students who experienced an early departure from a four-year university suggest that students' financial barriers are heightened as they matriculate because they are unsuspecting of the hidden costs of college. In turn, the financial- and time-related barriers operate as a double disadvantage that consequently pushes students out of higher education. The student's financial commitments and responsibilities become unmanageable and this is exacerbated by precarious family contexts, processes, and haphazard timing associated with limited financial resources. This study contributes to current research by expanding sociological theory related to the factors that contribute to persistent educational attainment inequalities along ethnoracial and socioeconomic lines, as well as informing policies and practices across higher education.
ISSN:1361-3324
1470-109X
DOI:10.1080/13613324.2021.1890561