"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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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=174569461&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 174569461 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 10911774 30VA jtl: Hmong Studies Journal issn: 10911774 maglogo: N pubinfo: dt: 2023 vid: 25 pid: 33197 pub: Mark Pfeifer artinfo: ui: 174569461 ppf: 1 ppct: 73 formats: fmt: @attributes: type: P size: 11.3MB tig: atl: "College-Staying-While-Pell": A Critical Race-Class Analysis of Poor and Working Class Mong Undergraduates and Federal Pell Grants. aug: au: Yang, Wyler Maiyoua Vang affil: California State University, Sacramento California State University, Long Beach Hmong Studies Journal su: Higher education Undergraduates Working class Critical analysis sug: subj: Higher education Undergraduates Working class Critical analysis keyword: critical race-class theory financial aid higher education Mong Diaspora Pell grants critical race-class theory financial aid higher education Mong Diaspora Pell grants ab: 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. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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