Date of Award

Spring 2021

Document Type

Thesis

Degree Name

Master of Science (MS)

Department

Higher Education Policy and Student Affairs

Committee Chairperson

Dana Morrison, Ph.D

Committee Member

Heather Horowitz, Ph.D

Committee Member

Professor Nicole Barkley, Ph.D

Committee Member

Jacqueline Hodes, Ph.D

Abstract

As the cost of college and student loan debt increase, there is also a concern with the lack of financial literacy from Black low-income students. Students are eager to attend college and obtain a college degree, yet they are barely prepared academically and financially. Not only are students unaware of the total cost to attend college but their support system (parents/guardian and family) are also not familiar with the basic financial fundamentals to prepare for higher education. The purpose of this thesis is to examine the influences and resources available to Black low-income students. Colleges and universities can support prospective students by educating them on ways to finance their college education. In addition, this thesis provides an intervention which allows colleges and universities to partner with local high schools, offering an accelerated program tailored to helping students and their families understand the financial aspect of higher education as well as correctly completing the FAFSA process. John Dewey’s (1938) education as an experience, Cultural Sustaining Pedagogy (Django, 2012) and Parental influence (Hornby & Lafaele, 2011) are the theoretical frameworks used to inform this program intervention.

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