Conference Participation

Continuing Inequality and Economic Justice Examined in Different Contexts

Paper: Educational Risk Factors and Neighborhood Change: Focus on the Community for Better Higher Educational Outcome

Abstract: The United States Department of Education has focused on racial and/or ethnic diversity in higher education since the 1960s. According, minority collegiate enrollment increased in the 1970s and 1980s (St. John, Barnett, & Chapman, 2013). By the 1990s, the number of minorities in the post-secondary environment declined, and thus scholars suggest that financial arrangements and collegiate preparation is the forestall (St. John, Barnett, & Chapman, 2013). Subsequently, the legislation that encompassed racial and/or ethnic diversity transitioned to concentrate on the significance of socioeconomics. Thereat- one aim will complete two institutional goals. Social class is not racially suggestive. However, compared to the White demographic Black Americans live in more underprivileged geographical locations and consequently the socioeconomic environment can impede higher education aspirations (Rothstein, 2014).  

More White Americans are underprivileged than Black Americans, but White Americans do not live in the circumstances of their income. Therefore, low-income communities and low-income students are two different concepts. Educational risk factors for students who live in low-income communities can impede educational outcomes. The goal of this research is to follow the data, and the trends suggest strategies to remedy the relationship that exists between community educational risk factors and higher education outcomes. The most influential variable is the community. Evidence for this notion is based on the breadth of programs that currently exist and the statistical models I continue to develop as a social scientist.

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