The impact of student loans on college access, completion, and returns

Baker, Amanda R.; Andrews, Benjamin D.; McDaniel, Anne

doi:10.1111/soc4.12480

Cited by 33 publications

(38 citation statements)

References 59 publications

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“…This employment during study is associated with declines in academic performance (e.g. Callender 2008;Stoddard et al 2018) and higher rates of drop-out (Baker et al 2017), which can affect students' career prospects. Moreover, the (Antonucci 2016) .…”

Section: Economic Wellbeingmentioning

confidence: 99%

Student debt and wellbeing: a research agenda

Nissen

Hayward

McManus

2019

Kōtuitui: New Zealand Journal of Social Sciences Online

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With levels of student debt unprecedented and rising in many democracies, growing attention has been given by academics and practitioners to its possible effects for student wellbeing. This article makes three contributions to this debate. First, it offers a critical review of literature that considers the relationship of student debt and wellbeing to open up discussion about the dimensions, limitations and possibilities of the field. Second, the paper points to potential avenues for future research about student debt and wellbeing by considering indicative comments made by New Zealand university students as part of a series of indepth interviews. Third, the article makes a practical contribution to current debates about the tuition 'fees free' policy in New Zealand. We argue that developing a more robust understanding of how student debt affects wellbeing may help to broaden and reinvigorate academic and public debate about student debt.

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Section: Economic Wellbeingmentioning

confidence: 99%

Student debt and wellbeing: a research agenda

Nissen

Hayward

McManus

2019

Kōtuitui: New Zealand Journal of Social Sciences Online

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“…For example, research finds that even though the Federal Pell Grant is larger than ever, its purchasing power has reached an all‐time low due to the rise of college costs, where in the past decade alone, tuition, fees, and room and board expenses at public 4‐year institutions have increased by 45% (Grodsky, ; Heller, ; Kelly & Goldrick‐Rab, ). In order to cover these increased costs, lower‐income families are more likely than those from other income groups to take out loans (Baker, Andrews, & McDaniel, ; Goldrick‐Rab, ). Likewise, race also affects these trends, where Black and Hispanic students are about twice as likely as Whites to take on debt (Espenshade & Radford, ; Goldrick‐Rab, ).…”

Section: Structural‐level Explanation For College Completion Inequalitymentioning

confidence: 99%

Crossing the finish line? A review of college completion inequality in the United States by race and class

Jeffrey

2020

Sociology Compass

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Although most students graduate from high school and enroll in college the following fall, rates of entry into higher education and completion of a bachelor's degree continue to be stratified by race and class. Because of the potential returns that accrue to individuals and society overall when students complete their 4-year degree, these disparate trends should motivate more policy-relevant research in this area. In this review, I show how a longitudinal perspective of the path to a BA degree helps to reconcile competing theories of college completion by race and class across disciplinary boundaries. Both human capital theory and status attainment theory largely examine college completion as the long-term process of BA attainment, although they differ in their focal stages and mechanisms. In contrast, the theory of categorical inequality, as applied in this review, focuses on the years in higher education and describes the ways in which colleges and universities as organizations create, legitimate, and reinforce categorical distinctions in postsecondary schooling and how these processes independently shape college completion inequality. As public interest grows in holding colleges accountable for their graduation rates, more research is needed on how the formal and informal organizational policies and practices of colleges produce inequality.

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“…Today’s students are not “slackers,” they are the hardest working students in U.S. history. More of them work their way through college and pay part or all of their tuition than ever before (Baker, Andrews, and McDaniel 2017; Daniels and Smythe 2019; Tuttle, McKinney, and Rago 2005). Fourth, a little humility goes a long way.…”

Section: Teaching Millennials and Generation Zmentioning

confidence: 99%

Millennials and Moral Panic in the United States and beyond

Andrade

McKeever

Rivera

et al. 2020

Sociological Perspectives

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There have been numerous discourses around millennials and some of them may sound worrisome. To discuss millennials and moral panic, this study looks at three different areas (i.e., criminal justice, teaching at higher education institutions, and transitions to adulthood in South Korea) with some issues pertinent to millennials and younger generations faced in society currently. Drawing on a wide range of the literature, this study attempts to recognize unique characteristics of our younger generations, to find ways to better understand them using multiple angles, and to identify reasons why we should stay hopeful about the future. Our society will continue to change, often in unpredictable ways, and there will always be a new generation on the horizon. Efforts should be made to work with younger generations, learning from each other and finding ways to work together.

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The impact of student loans on college access, completion, and returns

Cited by 33 publications

References 59 publications

Student debt and wellbeing: a research agenda

Student debt and wellbeing: a research agenda

Crossing the finish line? A review of college completion inequality in the United States by race and class

Millennials and Moral Panic in the United States and beyond

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