The Neglected Minority: Interviews with Successful Community College Students from Poverty

Escalating poverty rates and economic instability are creating intensifying pressures for higher education. Historically, the U.S. has relied on higher education, in particular community colleges, to help solve both problems by providing educational opportunities to thousands of individuals who woul...

Full description

Saved in:
Bibliographic Details
Published in:The community college enterprise 2015-10, Vol.21 (2), p.29
Main Authors: Hollifield-Hoyle, Heather, Hammons, Jim
Format: Article
Language:English
Subjects:
Academic Persistence
Aims and objectives
Arkansas
At Risk Students
Barriers
College students
Community College Students
Community Colleges
Displaced workers
Federal Aid
Government grants
Grants
Higher Education
Influences
Intervention
Interviews
Literature Reviews
Low Income Groups
Occupational retraining
Paying for College
Pell Grant Program
Poverty
Student Attitudes
Student Characteristics
Students
Studies
Success
Two Year College Students
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:Escalating poverty rates and economic instability are creating intensifying pressures for higher education. Historically, the U.S. has relied on higher education, in particular community colleges, to help solve both problems by providing educational opportunities to thousands of individuals who would have not been able to go to college and by retooling displaced workers and thus ensuring their improved employment. The study consisted of interviews with 18 low-income college students who successfully persisted to their second year of study at four community colleges. The intention of the study was to explore the factors influencing the decision of low-income Pell Grant recipient students to enroll and be successful in community college. The interview questions were designed around the research question: What influences students from poverty to enroll and succeed in college?
ISSN:1541-0935