Information Framing Effects on Students' Support of Equitable Financial Aid for Undocumented Students

• In Event: Examined Pasts, (Un)Certain Futures in Higher Education

Abstract

This study examined the effect of policy framing on advantaged students’ support for equitable distribution of resources. After reading a text about federal financial aid in one of four frames, undergraduate university students were asked about their support for undocumented student eligibility. Compared to reading an “out-group/ illegitimate” frame (control), reading “in-group” and “out-group/ legitimate” frames lowered the likelihood of supporting eligibility while reading an “in-group/ illegitimate” frame did not lead to a statistically significant difference. Results differed when we suggested policy change could decrease students’ group and personal financial aid and when we controlled for student demographics, employment and financial aid recipiency. We discuss implications for how to best present information to advantaged students when advocating for equal opportunities.

Authors

• Anamely Salgado, University of Southern California

• Stephen J. Aguilar, University of Southern California