Differentiated Impact? A Critical Quantitative Analysis of Low-Income Students of Color Within Tuition-Differential Majors

• In Event: Roundtable Session 4
  In Roundtable Session: Postsecondary Financial Aid and Tuition

Abstract

Using Critical Race Theory and critical quantitative analysis, this paper explores the relationship between Low-income students of Color and persistence patterns in Tuition Differentials. Using longitudinal data from five, public, Midwestern flagship institutions, this study seeks to understand what differences, if any, are observed in the entrance and persistence within a Tuition Differential field across different racial and ethnic groups. Given that changes in net price and financial aid disproportionately impact underserved racial and ethnic population, our hypothesis is that we will observe significant differences in the proportion of Latina/o and Black students who enter into and persist within Tuition Differential programs.

Authors

• José Muñoz, University of Missouri

• Erin L. Castro, University of Utah

• Blanca E. Rincon, University of Illinois at Urbana-Champaign