Balancing Work and Learning: Implications for Low-Income Students

dc.contributor.authorCarnevale, Anthony P.en
dc.contributor.authorSmith, Nicoleen
dc.date.accessed2018-12-19en
dc.date.accessioned2019-01-25T16:46:27Zen
dc.date.available2019-01-25T16:46:27Zen
dc.date.issued2018-08-27en
dc.description.abstractOver the past half century, the relationship between working and learning has changed in profound ways that have made it more difficult for students, especially students from low-income backgrounds, to attain the right mix of work experience and schooling necessary to qualify for entry-level jobs with a future. The report highlights that college and university leaders must weigh the unique challenges low-income working students face and marshal more resources to improve these students’ academic and career outcomes. Additional attention must be focused on building stronger connections between education and work beginning in the K–12 years, improving career counseling and guidance in postsecondary institutions, and improving support services for working learners, with a special emphasis on meeting the needs of low-income students.en
dc.description.sponsorshipGeorgetown University Center on Education and the Workforceen
dc.format.mimetypeapplication/pdfen
dc.identifier.sourceurlhttps://1gyhoq479ufd3yna29x7ubjn-wpengine.netdna-ssl.com/wp-content/uploads/Low-Income-Working-Learners-FR.pdfen
dc.identifier.urihttp://hdl.handle.net/10919/87047en
dc.language.isoen_USen
dc.publisherGeorgetown University Center on Education and the Workforceen
dc.rightsCreative Commons Attribution-NonCommercial 4.0 Internationalen
dc.rights.urihttp://creativecommons.org/licenses/by-nc/4.0/en
dc.subjectlow-income studentsen
dc.subjectacademic resourcesen
dc.subjectcounseling in higher educationen
dc.titleBalancing Work and Learning: Implications for Low-Income Studentsen
dc.typeReporten
dc.type.dcmitypeTexten

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