Jesus Javier Renteria University of Wisconsin-Madison Educational Policy Studies

1. Jesus Javier Renteria University of Wisconsin-Madison Educational Policy Studies The Role of Life Events in Shaping CollegePersistence & Subjective Well-Being of Low-Income College Students

2. Background Students from low SES backgrounds and racial/ethnic minority status are more likely to: • Live in poor neighborhoods (Lu, 2003). • Witness violence and/or be victims of violence (Dryfoos, 1991; Ascher, 1994) • Undergo negative experiences in school (Beehler, 2010) • Disproportionately at risk in school settings (Johnston, & Viadero, 2000).

3. Background The independent and accumulation of negative life events impact the psychological and social well-being of students, resulting in: • Higher levels of stress (Castellanos & Gloria, 2009). • Development of a sense of hopelessness (Marvin, 2010). • Disengagement from school (Mero, 2005). • Increased likelihood of succumbing to substance abuse(Scheier, Botvin, & Miller, 1999)

4. Background In contrast, positive life events also play an important role in influencing subjective well-being and academic persistence among college students. Positive life events: • Counter the effects of negative life events (Cohen & Hoberman, 1983). • Increase resilience and academic persistence (Kemp, 2002).

5. Student’s Environment and Relationships There has been little focus in understanding how individual life events, and life events experienced by important members to the individual (mother, brother, partner, etc.), influence the student’s academic persistence and subjective well-being.

6. This Study Investigates • How a student’s positive and/or negative life events influence his/her academic persistence. • How life events interact, impact, and influence other relationships and environments (home, work, and/or relationships). • How life events affect subjective well-being. • How life events exclusive to important members in a student’s social network influences his/her academic persistence and subjective well-being.

7. Life Event • Any major change in a person’s circumstance or environment that affects their interpersonal relationships and/or work, academic, or leisure activities. • This includes any life event that takes place among individuals that the participant has close ties with. • Positive • Employment • Engaged or Married • Scholarship • Family member employed • Negative • Loss of job • Victim of crime and/or violence • Parents Divorce/ Separated

8. Ecological System TheoryBronfenbrenner • Microsystem • Family, school, peers, etc. • Mesosystem • Interaction between different microsystems. • Exosystem • Links in social settings that the individual has no active role in, but is affected by the decisions. • Macrosystem • Culture, value, and beliefs. • Chronosystem • Environment and events throughout an individual’s life.

9. Homeostasis • Maintaining Balance • Resilience • Negative events destabilizes balance • Positive events reinforces balance • Psychological and social well-being • Example: Employment • Family member becomes unemployed • Student may experience increased levels of stress and anxiety • (Castellanos& Gloria, 2009), • Family member becomes employed • Family financial support and stability • (Swail, Red, & Perna, 2003)

10. Data Wisconsin’s Scholars Longitudinal Study (WSLS) Data. • Research team under guidance of Drs. Goldrick-Raband Harris • Mixed Methods • Qualitative Data • Interviews • Quantitative Data • Surveys • Participants • 2271 participants volunteered to be respondents • Surveys • 50 participants were randomly selected from a stratified random sample to participate in a semi-structured open ended interview. • Second year investigation

11. Methods Qualitative • Interviews were conducted by the WSLS research team • Analyses • Coded interview transcripts • 19 participants (10 Latina/os and 9 African Americans) • Positive and negative life events • Well-being • Quantified the number of life events that occurred

12. Methods Quantitative • Survey questionnaires • Analyses • SPSS & Dedoose • Crosstabulations • 113 African American & 62 Latina/o Participants • Mean of life events • “In the Last 2 years” • 20 questions • i.e. “I became a parent”

13. Results In the last 2 years • Pregnancy reported by students • 26% African American Males • 11% African American Females • 14% Latino Males • 20% Latina Females

14. Results In the last 2 years • More than 25% of African American and Latina/o participantsreported having a family member with legal troubles. • More than 30% of African American and Latina/o participants reported parents having lost a job. • 30% African American parents obtained employment • 15% of Latina/o parents obtained employment • Why only 15%?

15. Results • 31% of African American female participants became severely ill or disabled • Cancer, depression, • 30% of African American female participants reported having their health issue relieved. • Most of the participants who became severely ill or disabled obtained relief. However, due to the severity of the health issue many student’s academic performance had suffered. • 30% of African American female participants reported a death of an important family member or relative. • 50% of African American male participants and 65% of African American female participants reported having a parent who became seriously ill or disabled.

16. Results • 80% of Latina/o participants obtained a summer job. • Money was allocated in assisting family and saving for the school year. • 75% of African American male and 15% of African American female participants reported obtaining summer employment. • 45% of Latina/o and 20% of African American participants obtained employment during the school year. • Money used to alleviate financial difficulties.

17. ImpactsNegative Life Events • Death of a family member • Mother passed away due to complications of diabetes • Moved back home to help with family financial responsibilities. • Withdrew from classes • High levels of stress and depression • Family with severe illness • Mother was hospitalized for Lupus • Student worked to pay her medical bills • Loss of appetite, loss of sleep, stress, and anxiety. • Unable to perform to her academic potential

18. ImpactsPositive Life Events • Established mentor/mentee relationship • Became a Resident Advisor for a housing community. • Developed professional and leadership skills. • Covered room and board. • Established a supportive network with students and faculty. • Transferred to a different university and obtained funding and academic support from an educational opportunity program.

19. Discussion • Negative life events can increase stress, which impact the academic persistence and the subjective well-being of students. • Especially for students that enter college and are unlikely to finish • Positive life events relieve stress, strengthen resilience, and reinforce academic persistence. • This especially important to students who little to no support at higher education institutions.

20. Discussion Using the Ecological Systems Theory • Positive life event • Microsystem – Participant obtains a financial assistance • Mesosystem –Establish financial stability throughout the academic year and maintain healthy and positive relationships at home and in school. • Macrosystem – Educational values and beliefs are reinforced. • Chronosystem – Financial and well-being stability and academic persistence. • Maintaining homeostasis will allow the student to fully integrate himself/herself into their education.

21. Discussion Using the Ecological Systems Theory • Negative life event • Microsystem – Death of a family member • Mesosystem – Disengagement from multiple environments. • Macrosystem– Values and beliefs may be questioned. Behavioral and health patterns may change. • Chronosystem – Depression, chronic stress, anxiety, and other health related issues (poor health). • Homeostasis is destabilized. Student may undergo severe stressand anxiety and other serious social and psychological problems (depression), which in turn impacts his/her academic persistence.

22. Why should faculty and administrators be informed? • There is a disconnection between the institution and the life of the student, both within and beyond the school environment. • Faculty and administrators are often unaware of the conditions and events that students undergo or have undergone. • It is important to understand how events can impact the subjective well-being of students at their institutions. • Faculty andadministrators can take initiatives to understand the environment, conditions, and challenges that students from low-income backgrounds face.

23. Implications • Establish networks between students, faculty, and parents. • Establish a welcoming and rich environment by recruiting more faculty of color, establishing academic, social, and economic programs for low-income and minority students. • Make accommodations for students who are dealing with multiple stressors in their lives.

24. Thank you Questions Email: Jrenteria@wisc.edu