"College-Staying-While-Pell": A Critical Race-Class Analysis of Poor and Working Class Mong Undergraduates and Federal Pell Grants.
While Title IV of the Higher Education Act of 1965 (HEA) made possible the promise of public higher education for all, this study complicates the very discourse of "college attainment for all" by exploring the actual human costs of that promise to public higher education attainment for a racially mi...
| Publicado en: | Hmong Studies Journal Vol. 25; pp. 1 - 74 |
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| Autores principales: | , |
| Formato: | Artículo |
| Publicado: |
Mark Pfeifer
2023
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| Materias: | |
| Acceso en línea: | Ver este registro en EBSCOhost |
| Sumario: | While Title IV of the Higher Education Act of 1965 (HEA) made possible the promise of public higher education for all, this study complicates the very discourse of "college attainment for all" by exploring the actual human costs of that promise to public higher education attainment for a racially minoritized and long neglected population of students--poor and working class Mong undergraduates attending four year institutions on Federal Pell Grants. Whereas much of the research on the Mong Diaspora in U.S. higher education contexts has largely explored culturally-based explanatory factors as barriers to or supports for Mong higher education attainment, this investigation employed a race-class forward analytic to specifically center Mong Pell recipients' perspectives of the economic challenges faced in pursuit of higher education attainment. Findings cast in stark relief the challenges poor and working class Mong Pell recipients faced and the recommendations students identified as integral to funding the materialisms of Mong higher educational desires. |
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