Socioeconomic Status and College: How SES Affects College Experiences and Outcomes

By MaryBeth Walpole. 2003

795 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/8324f5035469dd9928f9250c57ed57e2f7f752d6

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

Citations in the corpus

The Unwritten Rules of Engagement: Social Class Differences in Undergraduates' Academic Strategies (2016, background): “Low-income and first-generation college students have been found to study less, participate in fewer campus groups, and to utilize support services less, compared to their middle class and affluent peers (Cabrera & La Nasa, 2001; Engle & Tinto, 2008; Lohfink & Paulsen, 2005; Pascarella, Wolniak, Pie”
Minority stress, perceived bicultural competence, and depressive symptoms among ethnic minority college students. (2010, unknown): “…has found that the skills needed to navigate a college campus are positively associated with retention among Latino/a students (Hurtado & Carter, 1997) and that high accessibility of cultural resources is associated with college retention for members of all racial/ethnic groups (Walpole, 2003).”
The Impact of Faculty and Staff on High-Risk College Student Persistence (2011, background): “The success and retention of high-risk students has been explored from the perspective of their comparative lack of family support (Guillory & Wolverton, 2008), their academic underpreparation (Ishitani, 2006), and their lack of cultural capital (Walpole, 2003).”
Adjustment to university and academic performance among disadvantaged students in South Africa (2009, background): “Drop-out rates are reported to be higher among first-time entering students, with higher drop-out rates occurring in the first year of university and among students of a low socio-economic status (Alon, 2005; Letseka, 2007; Walpole, 2003).”
Bridging the Pipeline: Increasing Underrepresented Students’ Preparation for College Through a Summer Bridge Program (2011, background): “Enrollment rates also vary by family income, a popular measure of one’s socioeconomic status (SES; Walpole, 2003).”
Exploring the Effects of Financial Aid on the Gap in Student Dropout Risks by Income Level (2008, background): “First, as some researchers (Paulsen and St. John 2002; Walpole 2003 ) point out, in general studies of student departure have given only limited consideration to social class discrepancies.”
Classism in the University Setting: Examining Student Antecedents and Outcomes (2009, result): “These studies are consistent with a seminal analysis that examined over 12,000 students from over 200 colleges and compared students from higher and lower SES backgrounds (Walpole, 2003).”
When Race and Gender Collide: Social and Cultural Capital’s Influence on the Academic Achievement of African American and Latino Males (2010, background): “Prior research has tied SES to other variables that are closely related to achievement such as access to reading materials and information about college, time spent studying, opportunity to learn in quality schools (Oakes, 1984), and even campus involvement (Walpole, 2003).”
Student Eligibility for a Free Lunch as an SES Measure in Education Research (2010, background): “As Walpole (2003) points out, “low” SES students also tend to have less access to cultural capital (specialized or insider knowledge not taught in schools) and social capital (contacts in networks that can lead to personal or professional gains), which have been argued to be key components of a…”
The Online STEM Classroom—Who Succeeds? An Exploration of the Impact of Ethnicity, Gender, and Non-traditional Student Characteristics in the Community College Context (2015, background): “The report form Jaggars and Xu, combined with research linking ethnicity and outcomes to whether a student receives financial aid benefits (Allen, Robbins, Casillas, & Oh, 2008; Choy, 2001; Walpole, 2003), suggests that financial aid is a factor that may affect online course outcomes.”
MENTAL HEALTH PROBLEMS IN COLLEGE FRESHMEN: PREVALENCE AND ACADEMIC FUNCTIONING (2017, background): “Reasons for dropout are comparable to international literature, and include: lower socio-economic status (Walpole, 2003), male gender (Dehon and Ortiz, 2008), or the overall lack of social resources (Tinto, 1998).”
Financial Aid and Student Dropout in Higher Education: A Heterogeneous Research Approach (2008, background): “More recently, a few studies have started to take socioeconomic differences as the focus of research (Paulsen & St. John, 2002; St. John & Starkey, 1995; Walpole, 2003) by running separate regressions for different income groups and then comparing the coefficients.”
INSTITUTIONAL STRUCTURES AND STUDENT ENGAGEMENT (2006, background): “Yet their regressions did not include any studentlevel controls such as gender, race, SES, or on-campus residence, variables that we know are strongly correlated with student outcomes (Walpole, 2003; Whitt, Pascarella, Nesheim, Marth, and Pierson, 2003).”
The Experience of Low-SES Students in Higher Education: Psychological Barriers to Success and Interventions to Reduce Social-Class Inequality (2017, background): “Past literature reviews and research reports that focus on differences in students’ college experiences due to socioeconomic status have reported disparities in terms of college preparation, students’ employment status while in college, and performance in college (Aronson, 2008; Engle & Tinto, 2008;”
Feeling at Home in College: Fortifying School‐Relevant Selves to Reduce Social Class Disparities in Higher Education (2015, background): “Accordingly, a lack of financial resources means that more working-class students have to maintain employment and work longer hours than their middle-class peers in order to support themselves (Pascarella, Pierson, Wolniak, & Terenzini, 2004; Reay, Crozier, & Clayton, 2010; Reay, Davies, David, & Ba”
Teacher Empathy: A Model of Empathy for Teaching for Student Success (2019, background): “Group members (e.g., socio-economic status, Walpole 2003, 63) are associated with student success.”