Running Head: Life after college 1

Life after college: Through the lives of low income multicultural first-generation students
Amelia Tostrud
University of Wisconsin La Crosse
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Abstract:

I have witnessed and became one of the students who have entered college as a person

from a low-income childhood background only later to return to low-income quality of life after

graduation. The question I asked is what happens to college students after they graduate or drop

out of school. Many higher education professionals do not often consider what happens within

the first five years after someone has attended college. Many people and I feel we may have been

unprepared for the “real-world’ and face low income versus student loan debt. Disadvantaged

persons especially those who came from a low-income background may be more likely to

become under-employed and return to poverty. I was aware that many alumni and former

dropouts’ classmates from my previous institution tried to find the right job. We only settled for

Hourly retail and office jobs (1.e, target, Casco, Wal-Mart, Sprint, Time Warner Cable). I

scoured sources to base my thesis “in comparison to privilege populations, underprivileged low-

income students who experienced intersectionality with two or more identities of: People of

color, LGBTQ, Women, Veteran, and Disabled after are more likely to experience poverty

within the first five years after college”

Allen, W. (1992) The color of success: African-American college student outcomes at

predominantly white and historically black public colleges and universities. Harvard

Educational Review, 62(1), 26–45

The study within the Harvard review took a multivariate approach measuring

success as achievement of GPA. Choice of institution, social engagement, and time spent

studying. The data was collected over a two-year period from surveys and questioners

used at the university of Michigan from 1979-1980. In the findings Allen J. states “The
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findings suggest that achievement is higher for black students who have high education

aspirations and believe they have made the right choice in school. As oppose to those

who attended predominantly white schools reported to have lower academic

achievement”.

Students who have graduated from HBCUs reported having better retention

within their first years. Students of color at predominately white schools had less

retention and the survey from Allen’s study suggested that even today black students and

people of color continuously face systematic and barriers to access. The study is useful

and relevant to today’s higher education practitioners by providing information to help

retain students of color. In addition, making higher education more accessible to those

who are following their academic aspirations as stated by the study.

Corbett, C, Catherine H. (2012) Graduating to a Pay Gap: The Earnings of Women and

Men One Year After College Graduation. American association of university women. 2013.2

Retrieved from http://www.AAUW.ORG/files

The research was conducted by collecting income and employment statistics of

men and women one year after graduation. They looked at the U.S. department of labor

statistics and compared that to the achievement statistics with the U.S. department of

education. Data collected amongst fulltime employed persons with a bachelor’s degree

based on income and occupation shows woman average $35,296 Adjusted gross income

and men average $42,918 AGI in 2007-2008 tax year. The study also suggest that woman

will devote 30% more of their income to the student loan debt burden that is a financial

plague coupled with wage inequality in male dominated professions.

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The study is relevant to address the issues of intersectionality with women and

men who are disabled or an LGBTQ+ Community member and experience twice the

adversity in the workplace and in society when transitioning from college graduate to

middle aged adulthood. Higher education professionals can focus on the development of

woman and LGBTQ+ job seekers who face unethical hiring practices that bar them from

access to adequate employment. In addition, providing support to manage student loans

and high cost of living with low income employment. Professionals can help pave the

way to close the achievement and gender pay gap after college and create more access to

gainful employment for people of color, LGBTQ+, and Women.

Rothstein, Jesse, Cecilia Elena R. (2011) Constrained after College: Student Loans and

Early-Career Occupational Choices, Journal of Public Economics, 95(1-2)

The study in the journal looked at choice of employment and income within the

first one to five years after graduation. Within that time frame they obtained data from

recent graduates that reported to be working in salary jobs, hourly, jobs, or public service.

Since public service is usually low paying students are competitive to obtain higher

paying salary jobs or settle for an hourly job to make loan debt payments. Data was

collected from a sample size of 9287 students between 1999-2006. The data was broken

down by race and gender which also addresses wage inequality and larger loan

obligations on woman and people of color. The authors goal is to explain the effects of

student loan debt has on students’ early career development after college.

In higher education professionals will find it helpful to recognize the

socioeconomic barriers students overcame before arriving on campus and preparing them

to face it gain after graduation. I believe that within the first five years after graduation
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students who arrived on campus with a low-income background are more likely to return

home to their parents’ home or a roommate due to not finding affordable housing in

comparison to their wage. Those same recent alumni often get trapped in a low-income

student loan debt cycle which recycles poverty to the next generation. In higher education

we can push to increase social mobility and opportunity for equitable growth.

Dwyer, Rachel E., (2019) Gender, Debt, and Dropping Out of College – Et el. Rachel E.

Dwyer, Randy Hodson, Laura McCloud, Gender and Society. (27). 1 Retrieved from

http//:www.sagejournals.com DOI: 10.1177/0891243212464906

Scholars gathered information using mixed methods to investigate the outcomes

of lives of people based on gender, social economic class, and graduation status. Their

data was collected via the “national Longitudinal Survey of youth” Since 1997 according

to Dwyer. Their findings showed clear evidence of inequalities in immediate career

outcomes as woman and men face the labor market in different capacities due to sexism,

wage discrimination, and systematic inequality. Woman will earn far less as men within

the first year after graduation. Students of color who are also women will have an

intersection of inequality for being bot a woman and person of color.

The findings in the gender, debt and dropping out of college writings are relevant

to students in the modern labor market. Woman and non-binary gender job seekers will

have a harsh reality of pay inequality which also builds the cycle of poverty by not

having resources to pay off generally accrued debt and student loans. Education

professionals can push for better retention and educate the financial consequences of

dropping out. In addition to teaching financial responsibility to those who are managing

low income financial aid packages and subsidized loans.

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Gervais, Martin, and Nicolas L. Ziebarth. (2019) Life after debt: Post-graduation

consequences of federal student loans. Economic Inquiry. 57(3) 1342–1366

The authors used qualitative research methods to gather findings and share incite

on the real-world impact of student loans. They surveyed students starting in the 1992-93

school year with follow up surveys in 1997, 1999 and 2003. Researchers included in the

writing shared their findings and experiences with working in federal student loan

programs since title IV in 1967. Their results showed as years went on enrollments grew,

but financial need grew faster than the national inflation. Also cost of education versus

family contributions became a larger gap after 1999. They state 80% of students will

receive a federal subsidized, unsubsidized and or PLUS loan.

The research article also includes many helpful visuals and data tables to show the

qualitative research findings of career and financial outcomes of different types of

students. The Economic inquiries and findings are relevant to today’s students for the

increasing need to address financial responsibility and equal access. After the last few

decades social economic and wage gaps have been increasing meanwhile higher

education professionals work to close the gaps through adult student development.

Hira, Tahira K. Anderson, Mary M. and Petersen, Karen (2000) Students' perceptions of

their education debt and Its Impact on life after graduation, Journal of Student Financial Aid:

(30).1.4.

Hira gathered information with multiple surveys with a sample group focused on

Iowa state university. The surveys compared we issues to senior and alumni class of

1996. They were asked questions regarding financial aid received, if they knew how
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much debt they had, and the perception of being able to pay back debt after graduation.

More than Half of the 1996 recent alumni felt as if debt was unavoidable and was

necessary risk to take to fund college. Their data tables reflected income within the first

year after graduation annual incomes tend to be between $19,000-$29,000 meanwhile the

cost of basic living plus student loan debt requires more income as inflation continued

through the 1990s.

I believe that today’s alumni may become discouraged and regress in adult

progress due to the economic damage of unaffordable housing compiled with federal

student loan debt. In the modern economy student face increasing job insecurity and

corporate competitiveness. Many recent alumni will settle for an hourly wage position

and live paycheck to paycheck while working slowly towards goals. Educators need to

use economic knowledge to prepare students for the real-world reality check of transiting

out of college.

Gleason, and Philip M.(1992) College student employment, academic progress, and post

college labor market success. Journal of Student Financial Aid, (23).2. 5-14 Retrieved from

Https://www.Eric.ed.gov/files

Their study for post college success was to answer their question if work study

programs and/or employment during college will yield better career results after

graduation. The surveys asked 16-24 years old by race and gender over two decades

1980-2000. The sample was a random selection of 28,000 high school students since

1980 with follow up surveys asking about income and occupation after college. Also,

they defined a heathy work study balance for a full-time student to work an average of

20-part time hours. They also recognized students with financial need will take on a full-
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time position and or multiple jobs. The study also surveyed students who participated in

work study on campus or worked off campus or was unemployed as a student.

Students are more attractive in the hiring market after graduation if they have

worked on or off campus during their attendance. Their surveys asked if work was a

choice or their main means of living and funding school. Roughly over half of the on-

campus employees relied heavily on their work study income for personal living

expenses as well as cost of attendance. Manageable employment with a healthy schedule

is excellent for early student career development to have better competitiveness after

graduation.

Roksa, Josipa, Blake R. S. (2019) Do-It-Yourself university: Institutional and family support in the

transition out of college. The Review of Higher Education, 42, 3. 1051–1071

The research in this study had a smaller sample size of east coast united states student

who have recently graduated. The sample group also compared family support resources, race,

gender, and socioeconomics. They wanted to investigate how much family support place a role

in transitioning from college to working society. In addition to family support usage they also

surveyed students’ usage of on campus resources. Many major Atlantic region schools in their

study offered career services and job fairs but many students did not utilize those services.

They found that students who have privilege backgrounds and family safety nets to rely

on will have more confidence after graduation. They also may be able to find employment

though local, or family resources or even work in a family business. Underprivileged students do

not have families with the financial ability to provide a safety net. Many low-income graduates

return home to their parents, roommates, or partners home to “get on their feet”. Those same

students may also be personas of marginalized population who are struggling to find job
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opportunities with adequate pay for loan debt and escaping poverty. Many recent alumni felt

confused and unsupported while facing an unstable economy with a saturated job market.

Keen, Cheryl, and Kelly Hall. (2008) Post-Graduation Service and Civic Outcomes for High

Financial Need Students of a Multi-Campus, Co-Curricular Service-Learning College Program.

Journal of College and Character, (10) 2. doi:10.2202/1940-1639.1066.

The study was a compilation of interviews, literature reviews and surveys. The

researchers took the mixed methods approach with participants from the Bonner Scholars

program. The sample was comprised from students in the Bonner Scholars Program at 23

participating universities between 1996 and 2005. Recent graduates were asked if they

were providing public service, volunteering, working, and current occupations. Within

the six years after gradation half of the students were still involved with public service.

Others were focused on working fulltime to make ends meet.

Their findings suggest that 60% of alumni were involved with public service within six

years after graduation and working full time. We can recognize that students with

financial need that participated in public service are more likely to continue public

service and financial responsibility after college. Others were working fulltime,

continuing education, or not involved in public service after college found barriers with

the transition out of college. Higher education professionals that facilitate or create

opportunity for civic engagement and public service will provide students with growth in

their community. We can also recognize the reasons why some recent alumni will not

provide public service or have community involvement. Those young adults may be

continuing their fight out of poverty and working more than full time in part of low

wages in comparison to inflation and student loan debt.

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Lane, Joel A. (2016) Attachment, Well-being, and College senior concerns about the transition

out of college Journal of College Counseling, (19).3.231–245. doi:10.1002.12046.

The Author of the study used attachment theory as their base line for their thesis. Their surveys

asked a sample group of predominantly white female students from midwestern universities from

2006-07 school year. They asked about personal wellbeing, anxiety and mental health perception

of what to expect in the transition out of college. The study also asked if the level of attachment

to their university will affect their wellbeing after college. Students with minimal attachment can

transition out of college and strong attachment wore asked about life satisfaction after college.

Those who had strong attachment and struggled to transition out of college along with continued

financial need had lower personal wellbeing and life satisfaction. The surveys were issued to

senior students with follow up surveys two years later asking about life satisfaction and career

choice after college.

Higher education professionals can consider reproducing a study using a larger sample size with

more genders, races, career paths, ethnicities, and social class students included. The surveys can

ask what current senior level students what they perceive will happen within the first two years

after graduation. There can be follow up surveys to ask life satisfaction and career outcomes

along with student loan debt management. In an unstable economy with ever more diverse

student populations education professionals can use attachment theory to prevent negative effects

of burnout and becoming stagnant after graduation. To improve on adult development with

transitioning out of college I believe more programs and resourced need to be implemented to

assist with the transition out of college meanwhile pushing to achieve social equity amongst

marginalized alumni who will go on to face the world as a marginalized professionals.