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Students from low socioeconomic (SES) families have been part of American higher education since its earliest days, although always in small numbers, and are still underrepresented in higher education, particularly in four-year institutions and more selective colleges (Hearn, 1984, 1990; McDonough, 1997). Although this group of students is widely acknowledged as educationally disadvantaged, they have received scant attention from researchers, in spite of calls for such research (Berger, 2000; Berger, Milem, & Paulsen, 1998; Tinto, 1987, 1993). This lack of attention is due, in part, to a traditional higher education research focus on mainstream students (Paulsen & St. John, 2002). In recent years, however, although low SES students have received little attention, scholarship focusing on the experiences of students from different racial and ethnic groups as well as those of different genders and sexual orientations has contributed substantially to the higher education research literature. These groups have concerned scholars because such students have been historically underrepresented and because of persisting concerns regarding equitable access to and outcomes of postsecondary education.
Low SES students are similarly underrepresented, and comparable equity issues exist for this group of students. Researchers have found that this group of students is less likely to attend college, is more likely to attend less selective institutions when they do enroll, and has unique college choice processes (Astin, 1975, 1993; Hearn, 1984, 1990; Hossler, Schmit, & Vesper, 1999; Karabel, 1972; McDonough, 1997; Paulsen & St. John, 2002; Tinto, 1987, 1993). Furthermore, they are less likely to persist or to attend graduate school. However, despite these findings and calls for research on social class differences, higher education scholars often control for social class differences rather than focusing on how those differences may shape students' experiences and outcomes. Understanding such differences will not only inform higher education research, as has other recent research on nontraditional students, but it will also inform higher education policy.
Students from low SES backgrounds became a focal point of public policy following World War II. Beginning with the G.I. Bill, an entitlement for former soldiers, substantial public funding was directed toward low SES students in an effort to ensure access to and choice among educational institutions. Currently, however, many scholars believe that threats to financial aid availability may be closing off...