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The Role of Family Support in Facilitating Academic Success of Low-Income Students

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  • Josipa Roksa

    (University of Virginia)

  • Peter Kinsley

    (University of Wisconsin-Madison)

Abstract

While college education is a key to upward mobility, low-income students are substantially less likely to earn bachelor’s degrees than their more economically advantaged peers. Prior higher education literature illuminates various factors contributing to student success, but few studies consider the role of family support after students enter higher education. We examine how two different forms of family support—emotional and financial—are related to academic outcomes (grades, credit accumulation, and persistence) among low-income college students. Our analyses, based on a sample of 728 first-year low-income students attending eight four-year institutions, indicate that family emotional support plays an important role in fostering positive academic outcomes. Family emotional support is beneficial for academic outcomes as it promotes psychological well-being and facilitates greater student engagement. Financial support is not related to the outcomes examined in the sample as a whole. However, interaction models point to variation by first-generations status wherein continuing-generation students benefit more from family financial support than their first-generation peers. Presented findings offer valuable insights into the role of families in supporting low-income students in college and can inform institutional policies and practices aimed at facilitating their success.

Suggested Citation

  • Josipa Roksa & Peter Kinsley, 2019. "The Role of Family Support in Facilitating Academic Success of Low-Income Students," Research in Higher Education, Springer;Association for Institutional Research, vol. 60(4), pages 415-436, June.
    • Handle: RePEc:spr:reihed:v:60:y:2019:i:4:d:10.1007_s11162-018-9517-z
    DOI: 10.1007/s11162-018-9517-z
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    References listed on IDEAS

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    5. Andrew J. Martin & Rachel Wilson & Gregory Arief D. Liem & Paul Ginns, 2013. "Academic Momentum at University/College: Exploring the Roles of Prior Learning, Life Experience, and Ongoing Performance in Academic Achievement across Time," The Journal of Higher Education, Taylor & Francis Journals, vol. 84(5), pages 640-674, September.
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    Cited by:

    1. Yvette Denise Murdoch & Hyejung Lim, 2022. "Exploring Korean College of Education Pre-service Teacher Persistence Toward a Teaching Career: Quantitative Analysis of Reasons and Factors for Persisting," SAGE Open, , vol. 12(4), pages 21582440221, October.
    2. repec:thr:techub:10016:y:2021:i:1:p:52-61 is not listed on IDEAS
    3. Silva, Ana Daniela & Vautero, Jaisso & Usssene, Camilo, 2021. "The influence of family on academic performance of Mozambican university students," International Journal of Educational Development, Elsevier, vol. 87(C).

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