How Colleges and Universities Can Meet the Psychosocial Needs of Learners
As American society places tremendous value on earning a college degree, higher education remains essential for individuals seeking socioeconomic mobility and financial security. However, the systemic disadvantage affecting underserved student populations poses a significant barrier to achieving this milestone. Factors such as income, race, and being the first in one's family to attend college contribute to the significant disparity of college access and success for high-achieving, low-income (HALI) learners.
College leaders and faculty play a crucial role in developing strategies to help these students thrive while enrolled.
Supporting the Psychosocial Needs of HALI Learners
Research by Dr. Sherell Wilson, Ph.D., has highlighted the importance of addressing the psychosocial needs of HALI learners to help them achieve their educational goals. These students, who are often from underserved communities and experience various disparities, base their educational decisions on their psychosocial needs. Therefore, it is vital for higher education institutions to support these students effectively to ensure their academic success. Here are five steps that institutions can take to support the psychosocial needs of HALI learners:
MAKE THE TRANSITION TO COLLEGE LIFE EASIER
It is critical to have first-year experience programs in place when students from underrepresented backgrounds begin their college careers. These opportunities should not only be accessible financially but promote friendships and associations that are culturally diverse.
EMBRACE DIVERSITY AND FOSTER INCLUSION
A big mistake some higher education institutions make is taking a color-blind approach to curriculum and missions. Instead, it is critical to embrace the multicultural diversity that is part of underrepresented groups. True embrace spans from the diversification of faculty to incorporating it into extracurricular activities. Diversity and inclusion expert Verna Myers said it best: "Diversity is being invited to the party; inclusion is being asked to dance."
BE PRESENT IN THE EVERYDAY LIVES OF STUDENTS
Many first-year HALI students' psychosocial needs revolve around feelings of not fitting in or believing their peers are effortlessly adjusting while they struggle. Faculty members are vital in normalizing transitioning struggles for these students, which will help to close achievement gaps for underserved subgroups.
PROMOTE FINANCIAL AID AND EXPERIENTIAL LEARNING OPPORTUNITIES
College and universities that make work-study and financial aid opportunities more visible to lower-income student groups make the application process more common and normal. Also, offer up research or administrative work-study programs that complement or build upon classes and coursework. Altogether, this alignment of opportunities promotes a sense of accomplishment, which is key to fulfilling these student groups' psychosocial needs.
BE CLEAR ON ACADEMIC EXPECTATIONS
Students in low-income high-achievement subgroups often face unique challenges or are first-generation college students. As such, they depend on clear academic expectations in their classrooms. Faculty should be open about academic performance expectations so that students who struggle will not believe their scores relate to their underserved status or other prejudices. Giving a clear explanation of evaluation criteria and course submission requirements will help students develop a more straightforward pathway to success.
Higher education institutions have made significant strides in embracing the diversity of their student population. This includes serving historically underserved students, such as first-generation, low-income, or of color, who have faced significant barriers when it comes to enrollment continuation.
In recognition of the unique needs of HUS (Historically Underserved Student) subgroups, educational leaders must prioritize finding answers to serve their enrollment continuation needs. This vital step is necessary to ensure that these students not only gain admission to higher learning institutions but also graduate and go on to pursue fulfilling careers.
At BEYOND COLLEGE ACCESS®, we are committed to driving progress in this area. Our mission centers around inspiring, informing, and empowering educational leaders to improve college success outcomes for all students. We believe that by working together, all students can succeed in higher education and beyond.
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