Analysis of the Higher Education Act Reauthorizations: Financial Aid Policy Influencing College Access and Choice

Capt, Robin L.

doi:10.5929/2013.3.2.4

Cited by 4 publications

(3 citation statements)

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“…The HEA addressed various issues related to higher education, including financial aid and international education (HEA, 1965). One of the primary aims of this legislation was to extend college access to students regardless of their economic circumstances (Capt, 2013;Hannah, 1996). The HEA was part of a broader suite of progressive legislation comprising President Lyndon B. Johnson's "Great Society" agenda, which included the sweeping Elementary and Secondary Education Act (ESEA).…”

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confidence: 99%

Who Deserves Benefits in Higher Education? A Policy Discourse Analysis of a Process Surrounding Reauthorization of the Higher Education Act

Gándara¹,

Jones²

2020

The Review of Higher Education

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This study examines policy discourse surrounding a policy process to reauthorize the Higher Education Act, the most significant federal policy concerning higher education, a decade following the previous reauthorization. Guided by the theory of social construction and policy design, we draw on data from 14 hours of deliberation in a congressional hearing and employ policy discourse analysis. The findings shed light on which populations policymakers address in their discourse, how they portray various groups as deserving or undeserving of policy benefits, how they rationalize the alloca-An earlier version of this manuscript was presented at the 2018 Annual Conference of the Association for the Study of Higher Education. We thank Taylor Cox for her outstanding research assistance in this study.Denisa Gándara is an assistant professor of higher education at Southern Methodist University. Her research examines higher education policy, politics, and finance with a focus on the implications of policy for historically underserved populations.

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confidence: 99%

Who Deserves Benefits in Higher Education? A Policy Discourse Analysis of a Process Surrounding Reauthorization of the Higher Education Act

Gándara¹,

Jones²

2020

The Review of Higher Education

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“…While the success of the Pell Grant program is admirable, dollars have shifted away from its original intent -serving recent high school graduates (Baum, 2015). But, the reliance on access to technology remains a concern (Baum, 2015;Capt, 2013;Jackson, 2003).…”

Section: Pell Grantsmentioning

confidence: 99%

Small-town Living: Do Illinois Universities Understand the Rural College Student?

Dalmasso¹

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As Koricich, Chen and Hughes (2018) stated, "for much of our nation's history, the majority of the American population resided in rural places. To this day, the United States is still home to some 60 million rural inhabitants, representing nearly 20% of the national population." (p. 282). The rural population is significant in breadth of population, but also presents unique challenges, when compared to urban and suburban counterparts (Morton, Ramirez, Meece, Demetriou, & Panter, 2018). For example, rural jobs are unique compared to urban employment. The needs, skills and challenges of the rural population are distinctly different. Noted from Koricich, Chen and Hughes (2018): Rural communities and their residents represent the backbone of American agriculture and other natural resource industries, such as timber, fossil fuels, and clean energy. Rural places are home to critical components of our national transportation, food, and energy infrastructures and to many of our nation's most precious landscapes (p. 283). Beyond the importance of the overall rural population are the noted challenges of rural students. Many states, including Illinois, have significant rural student populations. These students deserve to have for their problems to be identified in the development of student affairs scholarship at the postsecondary level (Johnson, Showalter, Klein, & Lester, 2014; Strange, Johnson, Showalter & Klein, 2012). Currently, the library of literature focused on the transition of these students from a secondary environment to a postsecondary environment is lacking, and as an underrepresented population, rural students must be considered, and a focus in discussions of college access. Research Problem Rural students are subject to significant barriers when applying to, entering, and completing higher education. Some studies have shown that rural students face unique, challenges while transitioning and completing college (Byun et. al., 2012; Guiffrida, 2008; Maltzan, 2006). Because of stated challenges such as socioeconomic concerns, lack of secondary

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“…President Johnson hoped the HEA would reduce poverty by helping every willing individual receive a postsecondary education, ultimately increasing their income (Cervantes et al, 2005;Hendrickson, 2005). This act, which gets reauthorized about every 4 years (1968, 1972, 1976, 1980, 1986, 1992, and 2008), accounts for nearly 74% of all financial aid available to students enrolled in postsecondary education in the United States (Capt, 2013). Although the HEA has been amended many times since its original passage in 1965, its original intent remains largely intact.…”

Section: Higher Education Act Of 1965mentioning

confidence: 99%

Homeless not hopeless: understanding how graduate students who experience homelessness and housing insecurity successfully navigate their education

Lane-Bonds¹

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Obtaining a college degree and, even more so, a graduate degree is a critical component of many people's American dream. For some completing a graduate degree is a milestone of success. However, due to rising tuition and housing costs, as well as other compounding factors such as food insecurity, for many, this dream may be deferred. According to the National Center for Homeless Education (2017), for the 2016-2017 academic year, more than 30,000 college students reported on their Free Application for Federal Student Aid that they experienced homelessness or housing insecurity. Like this grim statistic, much of the current discourse on homelessness and housing insecurity in higher education is deficit-centered. Focusing on such deficits overlooks the experiences of students who face challenges yet persist. Despite the mounting fiscal pressures and the fact that housing insecurity and homelessness can present extreme barriers to college completion, there are students whose stories portray a different narrative. To challenge deficit thinking, this study employed Harper's (2010) anti-deficit achievement framework to understand how students, specifically graduate students who experience homelessness or housing insecurity, successfully navigate their educational journey. It also explored what academic interactions and experiential opportunities with peers and institutional agents contribute to their persistence and academic achievement. I used narrative inquiry to gather the stories of five graduate students either currently or recently enrolled at a large Midwest land-grant public research-intensive university. Findings indicated that for these graduate students (1) hope; (2) family; (3) friends; (4) determination; (5) institutional agents; (6) a desire to give back to their communities; (7) campus and community resources; (8) and faith all contributed to participants success in simultaneously navigating their graduate journey and their experiences with homelessness and housing insecurity.

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Analysis of the Higher Education Act Reauthorizations: Financial Aid Policy Influencing College Access and Choice

Cited by 4 publications

References 11 publications

Who Deserves Benefits in Higher Education? A Policy Discourse Analysis of a Process Surrounding Reauthorization of the Higher Education Act

Who Deserves Benefits in Higher Education? A Policy Discourse Analysis of a Process Surrounding Reauthorization of the Higher Education Act

Small-town Living: Do Illinois Universities Understand the Rural College Student?

Homeless not hopeless: understanding how graduate students who experience homelessness and housing insecurity successfully navigate their education

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