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Abstract Existing qualitative research in higher education on students’ work and family commitments already suggests that time as a resource for college is likely not distributed equitably by race/ethnicity or gender. However, the relationship between race/ethnicity, gender, and time as a resource for college has yet to be quantitatively measured in large-scale higher education research. This study explored whether gender or race/ethnicity correlated with differences in time as a resource for college; and further, the extent to which differences in time as a resource for college may be explained by other factors such as age, number of children, and access to childcare. Retrospective survey responses (n = 41,579) on self-reported time use were merged with institutional data records from students at the City University of New York (CUNY), a large diverse public university in the U.S. Women, Black, and Hispanic students were all significantly more time poor than male, White, or Asian students. Age accounted for significant portions of these differences, perhaps because it correlates with increased work and family responsibilities. Having children as well as a student’s access to childcare also explained a significant portion of inequitable distributions of time as a resource for college.
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It’s About Time, Part II: Does Time Poverty Contribute to Inequitable College Outcomes by Gender and Race/Ethnicity?
Existing research demonstrates gender- and race/ethnicity-based inequities in college outcomes. Separately, recent research suggests a relationship between time poverty and college outcomes for student parents and online students. However, to date, no studies have empirically explored whether differential access to time as a resource for college may explain differential outcomes by gender or race/ethnicity. To address this, this study explored the relationship between time poverty, gender or race/ethnicity, and college outcomes at a large urban public university with two and four year campuses. Time poverty explained a significant proportion of differential outcomes (retention and credit accumulation) by gender and race/ethnicity. More time-poor groups also dedicated a larger proportion of their (relatively limited) discretionary time to their education, suggesting that inequitable distributions of time may contribute to other negative outcomes (e.g., reduced time for sleep, exercise, healthcare). This suggests that time poverty is a significant but understudied equity issue in higher education.
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- PAR ID:
- 10496561
- Publisher / Repository:
- SAGE Publications
- Date Published:
- Journal Name:
- AERA Open
- Volume:
- 10
- ISSN:
- 2332-8584
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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