THE ROLE OF LIFE EVENTS IN SHAPING COLLEGE PERSISTENCE & SUBJECTIVE WELL-BEING

OF LOW-INCOME COLLEGE STUDENTS

Jesus Javier RenteriaUniversity of Wisconsin-Madison

Educational Policy Studies

BackgroundStudents from low SES backgrounds and racial/ethnic minority status are more likely to: Live in poor neighborhoods (Lu, 2003). Witness violence and/or be victims of

violence (Dryfoos, 1991; Ascher, 1994) Undergo negative experiences in school

(Beehler, 2010) Disproportionately at risk in school settings

(Johnston, & Viadero, 2000).

BackgroundThe independent and accumulation of negative life events impact the psychological and social well-being of students, resulting in: Higher levels of stress (Castellanos & Gloria,

2009). Development of a sense of hopelessness

(Marvin, 2010). Disengagement from school (Mero, 2005). Increased likelihood of succumbing to substance

abuse (Scheier, Botvin, & Miller, 1999)

BackgroundIn contrast, positive life events also play an important role in influencing subjective well-being and academic persistence among college students. Positive life events: Counter the effects of negative life events

(Cohen & Hoberman, 1983). Increase resilience and academic

persistence (Kemp, 2002).

Student’s Environment and Relationships

There has been little focus in understanding how individual life events, and life events experienced by important members to the individual (mother, brother, partner, etc.), influence the student’s academic persistence and subjective well-being.

This Study Investigates How a student’s positive and/or negative life

events influence his/her academic persistence. How life events interact, impact, and influence

other relationships and environments (home, work, and/or relationships).

How life events affect subjective well-being. How life events exclusive to important members

in a student’s social network influences his/her academic persistence and subjective well-being.

Life Event Any major change in a person’s circumstance or

environment that affects their interpersonal relationships and/or work, academic, or leisure activities. This includes any life event that takes place among individuals

that the participant has close ties with.

PositiveEmploymentEngaged or

MarriedScholarshipFamily

member employed

• Negative– Loss of job– Victim of

crime and/or violence

– Parents Divorce/ Separated

Ecological System TheoryBronfenbrenner

Microsystem Family, school, peers, etc.

Mesosystem Interaction between different

microsystems. Exosystem

Links in social settings that the individual has no active role in, but is affected by the decisions.

Macrosystem Culture, value, and beliefs.

Chronosystem Environment and events

throughout an individual’s life.

Homeostasis Maintaining Balance

ResilienceNegative events destabilizes balancePositive events reinforces balance

Psychological and social well-beingExample: Employment

○ Family member becomes unemployedStudent may experience increased levels of stress and anxiety

- (Castellanos & Gloria, 2009), ○ Family member becomes employed

Family financial support and stability- (Swail, Red, & Perna, 2003)

DataWisconsin’s Scholars Longitudinal Study (WSLS) Data. Research team under guidance of Drs. Goldrick-Rab and

Harris Mixed Methods

Qualitative Data○ Interviews

Quantitative Data○ Surveys

Participants 2271 participants volunteered to be respondents

○ Surveys 50 participants were randomly selected from a stratified random

sample to participate in a semi-structured open ended interview. Second year investigation

MethodsQualitative Interviews were conducted by the WSLS

research team Analyses

Coded interview transcripts○ 19 participants (10 Latina/os and 9 African

Americans) ○ Positive and negative life events○ Well-being

Quantified the number of life events that occurred

MethodsQuantitative Survey questionnaires

Analyses○ SPSS & Dedoose

Crosstabulations○ 113 African American & 62 Latina/o

ParticipantsMean of life events

- “In the Last 2 years”- 20 questions

- i.e. “I became a parent”

ResultsIn the last 2 years Pregnancy reported by students

26% African American Males11% African American Females14% Latino Males20% Latina Females

ResultsIn the last 2 years More than 25% of African American and

Latina/o participants reported having a family member with legal troubles.

More than 30% of African American and Latina/o participants reported parents having lost a job. 30% African American parents obtained

employment15% of Latina/o parents obtained employment

○ Why only 15%?

Results 31% of African American female participants became

severely ill or disabled Cancer, depression,

30% of African American female participants reported having their health issue relieved. Most of the participants who became severely ill or disabled

obtained relief. However, due to the severity of the health issue many student’s academic performance had suffered.

30% of African American female participants reported a death of an important family member or relative.

50% of African American male participants and 65% of African American female participants reported having a parent who became seriously ill or disabled.

Results 80% of Latina/o participants obtained a summer job.

Money was allocated in assisting family and saving for the school year.

75% of African American male and 15% of African American female participants reported obtaining summer employment.

45% of Latina/o and 20% of African American participants obtained employment during the school year.Money used to alleviate financial difficulties.

ImpactsNegative Life Events

Death of a family member○ Mother passed away due to complications of diabetes○ Moved back home to help with family financial

responsibilities.○ Withdrew from classes○ High levels of stress and depression

Family with severe illness○ Mother was hospitalized for Lupus○ Student worked to pay her medical bills○ Loss of appetite, loss of sleep, stress, and anxiety.○ Unable to perform to her academic potential

ImpactsPositive Life Events

Established mentor/mentee relationshipBecame a Resident Advisor for a housing

community.○ Developed professional and leadership skills.○ Covered room and board.○ Established a supportive network with

students and faculty.○ Transferred to a different university and

obtained funding and academic support from an educational opportunity program.

Discussion Negative life events can increase stress,

which impact the academic persistence and the subjective well-being of students. Especially for students that enter college and

are unlikely to finish Positive life events relieve stress,

strengthen resilience, and reinforce academic persistence. This especially important to students who little

to no support at higher education institutions.

DiscussionUsing the Ecological Systems Theory Positive life event

Microsystem – Participant obtains a financial assistanceMesosystem – Establish financial stability throughout

the academic year and maintain healthy and positive relationships at home and in school.

Macrosystem – Educational values and beliefs are reinforced.

Chronosystem – Financial and well-being stability and academic persistence.

Maintaining homeostasis will allow the student to fully integrate himself/herself into their education.

DiscussionUsing the Ecological Systems Theory Negative life event

Microsystem – Death of a family memberMesosystem – Disengagement from multiple

environments.Macrosystem – Values and beliefs may be questioned.

Behavioral and health patterns may change. Chronosystem – Depression, chronic stress, anxiety, and

other health related issues (poor health). Homeostasis is destabilized. Student may undergo

severe stress and anxiety and other serious social and psychological problems (depression), which in turn impacts his/her academic persistence.

Why should faculty and administrators be informed? There is a disconnection between the institution and

the life of the student, both within and beyond the school environment.

Faculty and administrators are often unaware of the conditions and events that students undergo or have undergone.

It is important to understand how events can impact the subjective well-being of students at their institutions.

Faculty and administrators can take initiatives to understand the environment, conditions, and challenges that students from low-income backgrounds face.

Implications Establish networks between students,

faculty, and parents. Establish a welcoming and rich

environment by recruiting more faculty of color, establishing academic, social, and economic programs for low-income and minority students.

Make accommodations for students who are dealing with multiple stressors in their lives.

Thank you

Questions

Email: Jrenteria@wisc.edu