Hyun-a Song

Reducing the College Progress Gap Between Low- to Moderate-Income (LMI) and High-Income (HI) Young Adults: Assets as an Understudied Form of Economic Capital

The different types of capital—economic, cultural, social, and human—are believed to augment young people’s use of effort and ability, allowing them to accomplish more than they would be able to otherwise. From this perspective, if there are two young people with similar capacities for effort and ability but one of them has capital at their disposal, the young person with capital will be able to achieve a higher level of functioning (i.e., success) in school than the young person without capital. Accordingly, we hypothesize that having assets reduces the college progress gap between HI (household income of

Predictors of Academic Procrastination in Asian International College Students

50,000 or above) young adults and LMI (household income below

Relationships Between College Savings and Enrollment, Graduation, and Student Loan Debt

50,000) young adults.

Service-Learning in Baccalaureate Social Work Education: Results of a National Survey of Accredited Programs

This study examined the relationships among acculturative stress, coping styles, self-efficacy, English language proficiency, and various demographic characteristics as predictors of procrastination behavior in Asian International students (N = 255) studying in the United States. Results of multiple logistic regression indicated that a collective coping style, avoidant coping style, academic self-efficacy, and English language proficiency were the significant predictors of academic procrastination in non-Indian Asian international students. Implications for college student affairs professionals and researchers are addressed.

Building an Asset-Based Bridge to Higher Education: The American Savings for Personal Investment, Retirement, and Education Act of 2010

children’s savings accounts—are positively associated with college enrollment and graduation, (b) having savings designated for school is more strongly related to educational outcomes than having basic savings, and (c) if children’s savings (school-designated or basic) are associated with college graduation.3 We also review a study of the association between parents’ college savings and children’s college loan debt. Based on evidence from the research, we suggest that policies and programs clearly state their goals. For example, if the goal is to improve expectations for attending and graduating from college, promoting small-dollar children’s savings accounts might make a difference. However, if the goal is to reduce college debt, policies must help children and parents accumulate enough savings to pay college costs and reduce reliance on loans.

Accumulating assets, debts in young adulthood: Children as potential future investors

ABSTRACT Service learning is neither field education nor volunteerism. Rather, it is a pedagogical approach designed to reinforce classroom instruction with concurrent service activities occurring in the local community. This service is driven by community-identified needs. Service learning supports social work values, yet the profession has been slow to embrace it in social work education. This article reports results of a national survey examining the use of service learning among baccalaureate programs accredited by the Council on Social Work Education. The majority of respondents report service learning is a required component of at least one course (generally an introductory or practice-based course) and has been incorporated into their programs for more than a decade. Results also suggest some programs may not implement service learning appropriately as it remains undifferentiated from volunteerism or field education.

Improving College Progress among Low- to Moderate-Income (LMI) Young Adults: The Role of Assets

Over the last two decades, social research has identified various socioeconomic and psychological effects of asset holding on educational outcomes. Based on empirical studies, a structured savings program, Child Development Accounts (CDAs), was proposed as a promising financial aid strategy. Subsequently, the American Savings for Personal Investment, Retirement, and Education (ASPIRE) Act was developed as a representative asset-building policy that proposes universal CDAs. This article presents the limitations of current financial aids and discusses how the ASPIRE Act could be a novel policy solution for raising college accessibility for low-income children.