What is the Problem?
My and Eli Soss' research project sought to address the low enrollment rates of low-income students at the University of Colorado Boulder. This issue is important to the Colorado community, as fostering more educational opportunities for the state's low-income population could see significant economic and social benefits.
CU Boulder is one of the worst universities in the country in regards to the enrollment of low-income students. When examining the percentage of Pell awarded students among American universities, CU Boulder ranks significantly lower than its other academic counterparts. In a society where having a college degree is a massive indicator of future economic success, it is essential to provide low-income students access to educational opportunities that can increase socioeconomic mobility. Furthermore, including the diverse experiences of low-income students in an academic context will facilitate more inclusive and well-rounded perspectives among university students, which will hopefully foster greater understanding in the future.
CU Boulder is one of the worst universities in the country in regards to the enrollment of low-income students. When examining the percentage of Pell awarded students among American universities, CU Boulder ranks significantly lower than its other academic counterparts. In a society where having a college degree is a massive indicator of future economic success, it is essential to provide low-income students access to educational opportunities that can increase socioeconomic mobility. Furthermore, including the diverse experiences of low-income students in an academic context will facilitate more inclusive and well-rounded perspectives among university students, which will hopefully foster greater understanding in the future.
Project Overview
We started this project with a focus on the low enrollment rates of low-income students by comparing CU Boulder with other Colorado Public Schools, CU Boulder Peer Institutions, and flagship universities in other states. We used the Integrated Postsecondary Education Data System (IPEDS) to develop a baseline for examining admissions equity, using variables like sticker price and net price for families making less than $30,000 annually, and calculated efficacy (sticker price - net price / sticker price).
To determine CU Boulder's capacity to retain low-income students, we analyzed data on graduation rates and retention rates for both students awarded Pell Grants and the general student populace. To investigate socioeconomic mobility, we used the Postsecondary Value Commission's Equitable Value Explorer tool to compare CU Boulder with other Colorado public universities.
To determine CU Boulder's capacity to retain low-income students, we analyzed data on graduation rates and retention rates for both students awarded Pell Grants and the general student populace. To investigate socioeconomic mobility, we used the Postsecondary Value Commission's Equitable Value Explorer tool to compare CU Boulder with other Colorado public universities.
Research Methodology
We decided on using a small-N, most similar systems, research design given our limited timeframe and desire to integrate qualitative analysis in conjunction with our statistical findings. After assembling the data outlined above in each cohort, we compared one university from each category to CU Boulder to determine causes for deviations in socioeconomic mobility and enrollment retention for low-income students. We controlled for in-state sticker price and the most common majors at each institution. From this, we settled on the University of Arizona as our peer-institution, the University of New Mexico as out flagship institution, and Colorado State University as our public in-state institution.
Due to time constraints, we were unable to collect the qualitative data we wanted to create a more holistic finished product. However, this shortage of data will set the stage for potentially continuing this research in the 2022-2023 academic year. This would involve conducting interviews with low-income students and the university organizations designed to help them at each of the institutions highlighted above. This would allow us to generate greater insight into the differences and similarities between the comparison institutions and CU Boulder, in terms of what they are doing to help low-income students.
Due to time constraints, we were unable to collect the qualitative data we wanted to create a more holistic finished product. However, this shortage of data will set the stage for potentially continuing this research in the 2022-2023 academic year. This would involve conducting interviews with low-income students and the university organizations designed to help them at each of the institutions highlighted above. This would allow us to generate greater insight into the differences and similarities between the comparison institutions and CU Boulder, in terms of what they are doing to help low-income students.
Artifacts
My first artifact is my final writing portfolio from freshman year, titled "Food Presents: the Good, the Bad, and the Ugly." In this project, I talk about food in several different contexts, ranging from food being a form of love, to more serious topics like the slave labor conditions of chocolate supply chains and food deserts. Through my writing and research, I learned a lot about how our systems govern our socioeconomic landscapes, and furthered my interest in working to change inequitable systems.
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During her two runs for State Representative for the 41st District of Washington, I helped My-Linh Thai with her campaigns. To be clear, Mrs. Thai is my mom so there was an added responsibility to help out. However, her runs for office spurred my interest in politics and using public policy as a means to make meaningful change in people's lives. As a volunteer, I helped to put up signs, set up fundraising events, and go door to door within the 41st District to talk to people and garner greater support.
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Lastly, I wanted to talk about the steps I took to learn and contribute to social justice in lieu of the protests that ensued after the murder of George Floyd. As mentioned earlier, before this, I was relatively ignorant about the prolonged effects of systemic racism and what the Black Lives Matter movement was about. I decided to change this by reading papers and articles, and watching videos about the topic so I had a better understanding of why people were so angry. My knowledge and passion about systemic issues in America continued into college, where I was forced to do research on and write about the deep inequities in our society. During the summer before college, I committed to fundraising for NGOs that were doing good work in mitigating these inequities. This process has furthered my passion for social justice, that has led me to starting this research project.
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