Working with Low-Income Students

Fast Facts: Case Study:

● From families with incomes less than At Fort Hays State University, Susan Boil,
$25,000, only 21% were highly qualified who is classified as a low income student, works 40+
and 20% minimally qualified for college, hours a week while going to school full time and only
compared to 56% and 12% respectively makes an annual salary of $20,000 dollars a year.
for families making over $75,000.​1 Susan is a first generation student who does not know
● Only 40% of students at community how to apply for scholarships, complete a FAFSA, or
colleges actually transfer to 4-year identify other sources of funding to get her through
universities while 80% originally intended college. This is only one key issue to students of low
to.​1 income.
● Only 46% of low-income students attend A key problem is that Susan’s parents can
higher education immediately after not support her through college due to their own
graduation, compared to 56% in 2008.​2 fiscal situation. Therefore, she cannot cut back the
Characteristics: workload hours. She currently works two jobs off
● Students coming from low-income campus and is taking more hours than full time in an
families often attended ineffective PK-12 attempt to graduate on time.This group is not
schooling systems. 1​ generally activist due to the limited amount of time
● Many lack models for attending higher and resources that they can give. Her grades are
education and are first-generation suffering and you are her academic adviser, what tips
students.​3 and options can you provide Susan to help her feel
● Often attend universities that are less stressed and succeed in college?
underfunded, and as such are less likely Thesis:
to graduate.​1 Low income students are a common issue in
● Often work more than one job, and higher education today. These students often need
frequently more than 40 hours a week. additional support and assistance to help achieve
● Disproportionately minoritized. student success. However, these students can not be
● Often less socialized (Parents have not expected to work less hours because they need to
had time to bring as many interactions). ​4 support his/her self.
Needs:
● Educational role models
● Financial aid
● Resource information
● Example for them to give
● Example for them to give
References
1​ U.S. Department of Education. (n.d.). ​Low income and minority students. ​Retrieved
​
from http://www2.ed.gov/offices/OPE/AgenProj/report/theme1a.html

2 ​Nellum, C. J., & Hartle, T. W. (2016). Where have all the low-income students

gone?. ​Higher Education Today​. Retrieved from

https://higheredtoday.org/2015/11/25/where-have-all-the-low-income-students-gone/

3 McClellan, G.S. & Stringer, J. (2016). ​The handbook of student affairs

administration​. San Francisco, CA: Jossey Bass.

4 ​Gladwell, M. (2008). ​Outliers: The story of success​. New York: Back Bay Books.
 Working with Low-Income Students
Fast Facts:
● From families with incomes less than Case Study:
$25,000, only ___% were highly qualified At Fort Hays State University, Susan Boil,
and ___% minimally qualified for college, who is classified as a low income student, works 40+
compared to ___% and ___% hours a week while going to school full time and only
respectively for families making over makes an annual salary of $20,000 dollars a year.
$75,000.​1 Susan is a first generation student who does not know
● Only ___% of students at community how to apply for scholarships, complete a FAFSA, or
colleges actually transfer to 4-year identify other sources of funding to get her through
universities while ___% originally college. This is only one key issue to students and
intended to.​1 low income.
● Only ___% of low-income students attend A key problem is that Susan’s parents can
higher education immediately after not support her through college due to their own
graduation, compared to ___% in 2008.​2 fiscal situation. Therefore, she cannot cut back the
Characteristics: workload hours. She currently works two jobs off
● Students coming from low-income campus and is taking more class hours than full time
families often attended ineffective PK-12 in an attempt to graduate on time.This group is not
schooling systems. 1​ generally activist due to the limited amount of time
● Many lack ________ for attending higher and resources that they can give. Her grades are
education and are first-generation suffering and you are her academic adviser, what tips
students.​3 and options can you provide Susan to help her feel
● Often attend universities that are less stressed and succeed in college?
___________, and as such are _____ likely Thesis:
to graduate.​1 Low income students are a common issue in
● Often work ____________________, and higher education today. These students often need
frequently more than ____ hours a week. additional support and assistance to help achieve
● Disproportionately minoritized. student success. However, these students can not be
● Often less socialized (Parents have not expected to work less hours because they need to
had time to bring as many interactions). 4​ support his/her self.
Needs:
● ___________________________
● ___________________________
● ___________________________
● ___________________________
● ___________________________
References
1​ U.S. Department of Education. (n.d.). ​Low income and minority students. ​Retrieved
​
from http://www2.ed.gov/offices/OPE/AgenProj/report/theme1a.html

2 ​Nellum, C. J., & Hartle, T. W. (2016). Where have all the low-income students

gone?. ​Higher Education Today​. Retrieved from

https://higheredtoday.org/2015/11/25/where-have-all-the-low-income-students-gone/

3 McClellan, G.S. & Stringer, J. (2016). ​The handbook of student affairs

administration​. San Francisco, CA: Jossey Bass.

4 ​Gladwell, M. (2008). ​Outliers: The story of success​. New York: Back Bay Books.