Towards a structural inequality framework for student retention and success

Naylor, Ryan; Mifsud, Nathan

doi:10.1080/07294360.2019.1670143

Cited by 34 publications

(30 citation statements)

References 28 publications

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“…Future research is needed to address ways to improve structural competency and structural inequalities in higher education. 37 In this way we will move toward inclusive learning environments and belongingness.…”

Section: Discussionmentioning

confidence: 99%

Redefining Basic Needs for Higher Education: It’s More Than Minimal Food and Housing According to California University Students

et al. 2021

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Purpose: A student-specific definition of basic needs for higher education is warranted to inform programs and policies for underserved students. The purpose of this study was to: 1) explore how students define basic needs, 2) understand experiences of housing insecurity, and 3) understand experiences of food insecurity within the context of housing insecurity. Design: Qualitative research elicited student perceptions of basic needs and experiences of housing and food insecurity. Setting: Focus group discussions were conducted at 5 University of California campuses between February and March 2019. Participants: Undergraduate (n = 37) and graduate (n = 21) students were recruited from campus basic needs centers. Methods: Each student completed a brief survey. Researchers conducted 11 focus groups using a semi-structured interview guide. Transcripts were coded to identify themes. Results: Students were female (76%), age 23.6 (SD = 5.8) years; 46% were Pell grant recipients; and 52% were first-generation college students. Most had experienced food insecurity (98%) and 26% had experienced homelessness. Eight themes were identified: 1) students define basic needs as more than minimal food and shelter and as the responsibility of students and the university, 2) students encounter multifaceted housing insecurity issues, 3) affording rent is a priority that most often leads to experiencing food insecurity, 4) transportation barriers interfere with meeting students’ basic needs to succeed as students, 5) students with nontraditional characteristics, graduate students, and out-of-state students face unique challenges in meeting basic needs, 6) limited financial aid and lack of financial aid guidance are barriers to meeting basic needs, 7) fees contribute additional challenges to students meeting basic needs, and 8) additional university basic needs services are essential. Conclusion: A student-informed definition of basic needs included food, housing, mental health, sleep, hygiene, and transportation. This understanding of basic needs can inform future research, programs, and policy to address housing insecurity in higher education.

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Section: Discussionmentioning

confidence: 99%

Redefining Basic Needs for Higher Education: It’s More Than Minimal Food and Housing According to California University Students

et al. 2021

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“…Universities have long been concerned with equitable access to help promote individual and community-level socioeconomic advancement and drive economic growth (Adnett 2016;Pitman 2017). More recently, the focus has turned to identifying and addressing structural inequalities in access and participation for groups of students, including those from regional backgrounds (Naylor and Mifsud 2020;Tight 2018). Shah, Bennett and Southgate (2015) have highlighted the need to create a sense of belongingness at university for students from regional and/or other equity groups as a means to recruit and retain these students.…”

Section: Introductionmentioning

confidence: 99%

Participatory design for community-based research: a study on regional student higher education pathways

et al. 2020

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Supporting higher education participation across equity groups has long been a directed effort in global higher education practice and policy. However, to date, there has been little improvement in the rates of Australian higher education participation by equity groups such as regional/remote, low socioeconomic, and Indigenous Australian students. In this study, we visited four outer-regional communities in Victoria, Australia to utilise participatory design methods as an approach to explore participants' ideas on the optimal nature of early stage higher education outreach interventions and how future resources or programs can be designed. Our case study of four schools showcases how participatory design with students (Year 7 and 8), school staff, and carers (e.g. family, community leaders) (n=101) helped to elicit participant feedback and ideas as well as support the subsequent codesign of future resources and outputs. Key findings included the need to address information gaps on the daily life of university students and the importance of context-specific advice and interventions.

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“…Students may experience major or minor disruptions in their lives that mean taking time out from study is the best option for them, may change their priorities or circumstances away from study, or otherwise have legitimate reasons to take time away from university. However, it is beholden on universities to ensure these students do not face significant barriers should they seek to return to study, particularly where those barriers are entirely within the remit of universities to solve, such as administrative issues or changes to course structures (Naylor & Mifsud, 2019b). Further, universities must be sensitive to the anxieties that are likely to arise from returning to study, particularly if taking a LoA has already made students doubt their ability to succeed at university.…”

Section: Loa As a Risk Factor For Attritionmentioning

confidence: 99%

“…In Tinto's 1975 formulation, external commitments were not an explicit part of the model; these-the personal desires, families, jobs and peers mainly outside the university environmentwere added in Tinto (1993). Further research since then has only served to further highlight the importance of structural or external barriers to student success in higher education (Abbott-Chapman, 2011;Naylor & Mifsud, 2019a, 2019b, while continuing to highlight the importance of integration and having a sense of belonging to the institution.…”

Section: Introductionmentioning

confidence: 99%

Personalised outreach to students on leave of absence to reduce attrition risk

2021

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Taking a leave of absence (LoA) has been identified as an important precursor and risk factor for attrition for many university students. This study describes a proactive outreach intervention to students on LoA through the lens of Tinto's theory of student integration. Historical trends in the university of interest indicate just under 9% of students took a LoA between 2013 and 2018. Outreach reduced risk of attrition by approximately 9%. This proportion was maintained after controlling for equity and demographic factors, prior academic achievement and discipline of study (risk reduction approximately 8%). To our knowledge, this study is the first to describe these data and link them to theoretical models, proposing the importance of a transition pedagogy or re-integration model for students returning from LoA. Significantly, this research highlights the importance of social integration and assistance in overcoming problems with academic integration and external commitments, to students from all backgrounds.

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Towards a structural inequality framework for student retention and success

Cited by 34 publications

References 28 publications

Redefining Basic Needs for Higher Education: It’s More Than Minimal Food and Housing According to California University Students

Redefining Basic Needs for Higher Education: It’s More Than Minimal Food and Housing According to California University Students

Participatory design for community-based research: a study on regional student higher education pathways

Personalised outreach to students on leave of absence to reduce attrition risk

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