Latinx community college students experiencing financial aid income verification: A critical race analysis.

IF 2.5 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Diversity in Higher Education Pub Date : 2023-01-12 DOI:10.1037/dhe0000461

Devon L. Graves

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引用次数: 2

Abstract

Latinx community college to identify barriers in verification process. Using Critical Race Theory, the verification process reflects upholds institutional racism within the financial aid process through three barriers. Abstract Every year millions of students seeking access to federal financial aid complete the Free Application for Federal Student Aid (FAFSA) application which grants an estimated $234 billion in federal aid in the 2020-21 academic year. Upon receiving students’ FAFSA, the U.S. Department of Education selects some students for income verification, a process in which educational institutions check the accuracy of the information students filled out on the FAFSA. I conducted semi-structured interviews with 17 Latinx community college students to identify barriers in the verification process. Using Critical Race Theory, I contend the verification process reflects and upholds institutional racism within the financial aid process through three barriers. Latinx students experience concern and confusion upon receiving notification of verification selection, difficulty locating requested documentation and acquiring parents’ signature, and undergo a lengthy review of their verification forms which delays receipt of their financial aid.

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经历经济援助收入验证的拉丁裔社区大学生:一个关键的种族分析。

拉丁裔社区学院在认证过程中识别障碍。运用批判种族理论，验证过程通过三个障碍反映了在财政援助过程中坚持制度性种族主义。每年都有数百万寻求获得联邦财政援助的学生完成联邦学生援助免费申请(FAFSA)申请，该申请在2020-21学年提供约2340亿美元的联邦援助。在收到学生的FAFSA后，美国教育部会选择一些学生进行收入验证，这是一个教育机构检查学生在FAFSA上填写的信息的准确性的过程。我对17名拉丁裔社区大学生进行了半结构化访谈，以确定验证过程中的障碍。运用批判种族理论，我认为验证过程通过三个障碍反映和维护了金融援助过程中的制度性种族主义。拉丁裔学生在收到核实选择通知后会感到担忧和困惑，难以找到所需的文件和获得父母的签名，并且要经过长时间的核实表格审查，从而延迟收到他们的经济援助。

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来源期刊

Journal of Diversity in Higher Education Multiple-

CiteScore

6.20

自引率

8.30%

发文量

期刊介绍： APA and the National Association of Diversity Officers in Higher Education (NADOHE) have joined together to publish the Journal of Diversity in Higher Education. This quarterly journal offers research findings, theory, and promising practices to help guide the efforts of institutions of higher education in the pursuit of inclusive excellence. Multidisciplinary in perspective, the Journal of Diversity in Higher Education publishes empirical research, promising practices and policies, commentaries and critiques, and book reviews that support efforts to transform institutions; inspire colleagues; engage campus; governmental; and private sector leaders; and articulate culturally competent outcomes.