Divided We Fall: The Federal Government Confronts the Digital Divide

Autor/in	Jackson, Charmaine
Titel	Divided We Fall: The Federal Government Confronts the Digital Divide
Quelle	In: Journal of Student Financial Aid, 33 (2003) 3, S.21-39 (19 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0884-9153
Schlagwörter	Higher Education; Financial Aid Applicants; College Applicants; Federal Government; Educational Opportunities; Student Financial Aid; Access to Computers; Disadvantaged; Barriers; Access to Education; Low Income Groups; Computer Uses in Education; Internet; Student Characteristics; Influence of Technology; Information Technology; Need Analysis (Student Financial Aid); Federal Programs; Educational Policy; Administrative Policy; Policy Analysis; Incentives; Printed Materials; Unit Costs; Program Costs; Discriminant Analysis; Predictor Variables; Comparative Analysis; Semi Structured Interviews; Hypothesis Testing; Undergraduate Students; California + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Antragsteller; College applications; Studienbewerber; Bundesregierung; Bildungsangebot; Bildungschance; Finanzielle Beihilfe; Studienfinanzierung; Studienförderung; Education; Access; Bildung; Zugang; Bildungszugang; Computernutzung; Informationstechnologie; Demand analysis; Bedarfsanalyse; Politics of education; Bildungspolitik; Politikfeldanalyse; Anreiz; Lohnstückkosten; Diskriminanzanalyse; Prädiktor; Hypothesenprüfung; Hypothesentest; Kalifornien
Abstract	For several decades, education has assumed a vital role in this country's economic, social, and political development, catapulting less advantaged citizens into higher social classes and the political process. A testament to education's fundamental importance in our society are the numerous programs designed during the 1960s to eliminate the barriers to higher education that low-income individuals encounter. However, the last few decades have witnessed a slow erosion of many of those programs. As financial aid legislation is increasingly targeted to middle- and upper-class individuals, low-income students' educational opportunities are being threatened. This research examines the potential consequences for higher education access if the U.S. Department of Education continues to move forward with its technology plan for financial aid delivery. More specifically, it explores how the transition of Federal Student Aid (formerly Student Financial Assistance) toward a Web-based financial aid application process will affect college applicants--particularly low-income students who often lack access to technology. Using a national data set of financial aid applicants, discriminant analyses (several stepwise) are conducted on selected demographic variables to ascertain the potential impact of this migration. (Contains 4 tables.) (As Provided).
Anmerkungen	National Association of Student Financial Aid Administrators. 1101 Connecticut Avenue NW Suite 1100, Washington, DC 20036. Tel: 202-785-0453; Fax: 202-785-1487; e-mail: membership@nasfaa.org; Web site: http://www.nasfaa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10