Student Loan Debt Research Papers (original) (raw)

- by
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- Public Finance, Higher Education, Capitalism, Money and Banking

The healthcare industry is evolving. Recent legislation has affected attitudes of practitioners at all career stages toward the future of the industry and the effect on the practice of medicine.
A 2013 study examined 1,168 articles, concluding that research regarding the attitudes of undergraduate premedical students were largely ignored. This current study may be the first to survey freshman premedical students and their perceptions of the medical field. As these students are approximately 12-15 years from practicing, this pilot study may provide an initial glimpse into the attitudes of the next generation of physicians by examining perceptions of the future of healthcare. Such studies may affect policy and medical education to ensure persistent quality care.
Paper surveys were distributed to a total of six class sections from two campuses that were identified as having the highest percentage of freshmen premedical students. Surveys were distributed on the first day of class in an effort to capture initial perceptions before the students had begun their formal undergraduate curriculum. A total of 1,235 surveys were collected, of which 932 were in their first day of class, and 303 were in their third day of class. 168 respondents self-identified as freshmen seeking a career in the healthcare field at the MD/DO level; this group was the target population of this study, although data gathered from other groups will be used for comparison.
Analysis of the results reveals that those in the target population who expressed an opinion believe that health care delivery will improve by the time they practice by a wide margin (72%-15%), patient access to care will improve (44%-21%). 36% believe that salaries will improve.
These results indicate that freshmen premedical students may be more optimistic about the future of medical practice compared with those at later stages in their careers. More in-depth studies with larger groups of students at multiple institutions would likely give a clearer picture of the attitudes of those considering careers in medicine. Analysis should also adjust for general trends in freshmen populations toward all careers as a whole.
This pilot study suggests that those beginning formal education toward medical practice have a more hopeful outlook than those further along in their training and careers. Further research is necessary to draw more concrete conclusions.

- by David DeKorte
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- Education, Higher Education, Medical Education, Student Loan Debt

National student loan debt has continued to climb trending up despite the decline of other types of consumer debt since the Great Recession. This paper provides an overview of the student loan market and the distribution of individual loan balances and loan performance. The empirical analysis uses a state and time fixed-effect model to examine factors that influence the variation across states in the amount borrowed and delinquencies measured in terms of balance or number of borrowers. The results show that states with higher student loan balances are not necessarily those with poorer loan performance. There are no clear patterns of amount borrowed, but loan performance differs among races and ethnicities. States with a higher percentage of their population with a college degree borrow less and have better loan performance. States with higher average credit scores tend to have lower rates of delinquency. Credit scores are not necessarily related to the amount borrowed because the ma...

- by Wenhua Di
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- Economics, Higher Education, Household Finance, Consumer Finance

- by Kelly D Edmiston
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- Economics, Higher Education, Household Finance, Consumer Finance

While there are many educational and experiential benefits to attending professional higher arts education programs, students who incur excessive student loan debt during their studies may experience unanticipated or poor professional outcomes either over the course of their artistic careers, shortly after the expiration of a loan grace period, or after they can no longer defer payments. To date, little to no research exists on the effects of an excessive student loan debt burden on professional arts careers. To address this gap in the higher arts education literature, and in an effort to facilitate scholarly discussion on the topic, this article identifies concerns, consequences, and potential interventions.

- by Jason White
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- Performing Arts, Higher Education, Visual Arts, Fine Arts

In January 2015, President Obama captured headlines in the US by announcing America’s College Promise (ACP), a policy that would reverse four decades of privatisation in higher education by making community colleges ‘tuition-free’. This research explores the conversation that unfolded across the Facebook pages of various media sources. Key phrases associated with sentiments and communication styles are uncovered using a Bag of Words (BoW) technique. Next, guided by political identity theory, the researchers employ logistic regression to explore variable effects (e.g. source, gender, race, age and political leaning) on communicating: (1) Against ACP, (2) in a Civil manner, and (3) Against/Civil/On-Topic. BoW models suggest those against the policy utilise anti-free-ride, privatisation rhetoric, whereas those using uncivil language attack commentators and groups who counter personally-held political beliefs – while also introducing non-sequiturs from other policies (e.g. healthcare and immigration). The combined communication styles unlocked tokens not found in larger sentiments, such as concerns over student loan debt. Logistic regression illustrates that, depending on sentiment or communication style explored, political identities and memberships associated with source and political alignment significantly affected likelihoods of communicating in the conversation. These findings are linked back to political identity theory.

- by Nicholas D Hartlep
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- Critical Theory, Finance, Economics, Financial Economics

With college incomes dropping, millions in America carry the burden of unpayable student debts. Only university administrators can effectively control this untenable situation. In this talk, Professor Samuel suggests that college tuition should be linked to the expected income earned from a major. Prospective students need this information to make informed decisions. Income based tuition will also make the humanities as economically attractive as technical fields of study.

- by Sajay Samuel
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- Economics, Teacher Education, Higher Education, Student Loan Debt

This paper focuses on the current phase of Black resistance exemplified by the Black Lives Matter (BLM) movement, which urges us to recognize and reckon with the differential racial impact of student debt in the U.S. and calls for the cancelation of student debt as an explicit part of its demand for reparations. Using the concept of racial capitalism, the paper examines the structure of student debt and its consequences for Black borrowers, analyzes the structural reasons behind the disproportionate debt burden borne by Black students, and highlights movements such as the Debt Collective and BLM, which not only offer a critique of the debt regime but also suggest ways of organizing against it.

- by Saadia Toor
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- Political Science, Organization, Philosophy and Religious Studies, Student Loans

An ironic take on Hayek's "Road to Serfdom," this essay illustrates how capitalism, and its unbridled form during the neoliberal era, has placed us on a path to twenty-first-century serfdom. This modern serfdom is characterized by the realization of capitalist exploitation - the fusion of global labor markets, chronic underemployment, and the coercive nature of student-loan debt. Co-written with Cherise Charleswell for the Winter 2016 issue of New Politics.

- by Colin Jenkins
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- Labor Economics, Education, Marxism, Marxist Economics

- by Jason C . White
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- Performing Arts, Higher Education, Visual Arts, Fine Arts

Challenging ideas about class, debt, and labor as set forth by such arts and culture writers as Dave Beech, Ben Davis, Coco Fusco, Kerstin Stakemeier, Marina Vishmidt and Hans Abbing among others, this essay proposes that "there are exactly as many artists as the system requires for reproducing itself." It was written for the book Delirium and Resistance: Activist Art and the Crisis of Capitalism (Pluto Press 2017).

- by gregory sholette
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- Contemporary Art, Arts Education, Creative Industries, Neoliberalism
- by Sulaiman Ahmed
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- Islamic Law, Islamic Economics, Islamic Contemporary Studies, Islamic Studies

In this paper we explain why higher education policy discussions about college affordability must take into account a critical issue conspicuously absent from most public debate about reforming higher education financing, and student loans in particular: There is a substantial racial disparity in families’ need to borrow for college, such that black students depend much more heavily on access to loans than white families, and leave college with a great deal more in student loan debt than their white counterparts. Research indicates that family wealth has powerful impacts on college opportunities, exhibiting effects even stronger than those played by family income.
Moreover, racial disparities in wealth are large, growing, and unlikely to disappear anytime soon. Black students—whose families disproportionately do not own homes or retirement
accounts and who cannot rely on intergenerational transfers for support—are far more likely to borrow not only federal subsidized and unsubsidized loans, but also have fewer
alternative sources of credit beyond Parent PLUS loans. Indeed, our analyses indicate that differences in parental net worth and home ownership explain a substantial portion of the black-white gap in student loan debt among young adults.

- by Sara Goldrick-Rab and +1
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- Higher Education, Racial Inequalities and Policy, Student Loan Debt

- by Saadia Toor
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- Student Loans, Student Debt, Student Loan Debt

Student loan is a pervasive problem in the United States. Historically, higher education has a been a major driver of intergenerational mobility in the United States. The current student loan has increased substantially over the years, surpassing credit card and auto loans. Using panel data from all States, this paper attempts to empirically predict if income inequality is affected by student loans. Statistical analysis points towards student loan exacerbating income inequality. Other variables such as private college tuition and household poverty have a highly significant negative effect on income inequality. The overall results suggest that increased access to higher education at the expense of higher student loans may be countervailing to the income distribution dynamics of the United States.

- by M. Adnan Kabir
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- Income inequality, Student Loans, Student Loan Debt, Gini Index

While the student grants loans versus grants debate in the UK has tended to focus on the practical obstacles to such a scheme, this paper in contrast examines the case for replacing maintenance grants by a system of student loans in the light of the theoretical literature on the nature of higher education. The following section reviews the reasons for state support of higher education, while the third section goes on to explore the alternative forms this support could take. The fourth section briefly outlines the current UK system and the fifth then analyses the arguments which have been offered for moving to an alternative, loans- based arrangement. The final section sets out the paper's main conclusion, which is that the case for loans as conventionally presented is seriously flawed and fails to address the issues involved.

- by Nigel M Healey
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- Higher Education, Students, Further and Higher Education, Education Systems
- by Dennis Siegrist
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- Student Loan Debt

Until a few weeks ago, COVID-19 was a distant problem that many discounted as superfluous to their life; it is a global catastrophe. No one today questions the relevancy of COVID-19 to their local community. The surge of articles, blogs, and news announcements are disorienting and often troubling. The virus has impacted every sector of the economy, social life, and human experience. This article focuses on COVID-19’s impact on higher education and proposes ways forward for students and educators.

- by Nicholas Majors
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- Higher Education, Faculty Development, Pedagogy, Online Learning

Evidence now demonstrates significant variation in education-debt levels by race and household income, with Black and lower-income students accumulating higher levels of education debt compared to their White and upper-income peers. This study is one of the first to evaluate whether racial disparities in education debt extend to a low-and moderate-income (LMI) population. With data from a national sample of LMI households in the Refund to Savings study (N = 17.684), we employ a two-part modeling approach with a matching-estimator robust-ness check to estimate racial and ethnic variation in education debt. We find that significant disparities in education debt remain: the odds of student loan indebtedness are twice as high for LMI Black students as for White counterparts. In all, LMI Black students are estimated to incur $7721 more in education debt than LMI Whites, with disparities persisting after graduation. These findings suggest that LMI Black and White students, who face similar liquidity constraints and borrowing risks, are at unequal risk of accumulating education debt. We conclude by discussing the implications of this research for asset-building policies and student loan repayment efforts, both of which offer promise in bolstering college affordability and easing the burden of education debt.

- by Samuel Taylor and +2
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- Social Policy, Social Sciences, Higher Education, Race and Ethnicity

This national report uses data about artists’ demographics, occupations, educational attainment, field of degree, and earnings as recorded by The Census Bureau’s 2012 American Community Survey (ACS). Using ACS data, the authors examined two groups: arts graduates, defined as people with bachelors degrees in music, drama and theater arts, film, video and photographic arts, art history and criticism, studio arts, and visual and performing arts; and working artists, defined as individuals whose primary earnings come from working as writers, authors, artists, actors, photographers, musicians, singers, producers, directors, performers, choreographers, dancers, and entertainers.
Using the largest household survey in the nation, the most significant insight of Artists Report Back is to identify a gap between arts graduates and working artists. While creative economy reports tout the economic impact of the arts and art schools assure potential students that they will pay back student loans with jobs in the arts, this report reveals that only 10 percent of arts graduates are working artists, and that 40 percent of working artists do not have a bachelors degree in any field. Though arts graduates may acquire additional opportunities and skills from attending art school, arts graduates are likely to graduate with significant student loan debt, which makes working as an artist difficult, if not impossible. The authors acknowledge that some arts graduates are satisfied with work in other fields, but recommend that the fantasy of arts graduates’ future earnings in the arts should be discredited.
The report ends with recommendations for imagining and enacting economies of equity and cooperation in the arts, in order to address the needs and struggles of working artists and arts graduates. Artists Report Back asks that artists, administrators, and teachers acknowledge the current financial and political economies in arts education: those of rising costs and student debt. Still believing in the power of arts education, the authors point prospective art students toward low-cost and tuition-free arts programs and defend the liberal arts as integral to higher education nationally.

- by Caroline Woolard and +2
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- Contemporary Art, Arts Education, Sociology of Art, Arts Management

Student debt has risen in recent years as higher education costs have shifted to students and their families, particularly those with low-to-moderate incomes (LMI). Though a college degree continues to convey higher earnings , those who finance their degrees have lower net worth and greater financial difficulties than persons without student debt. We assess the relationship between student debt and material and health care hardship among a large sample (n = 5558) of LMI tax filers, using propensity score analysis to adjust for self-selection into student debt status and loan amount and monthly payment quartiles. We find that participants with student debt have a higher likelihood of hardship. Loan amounts only partially predict hardship, and borrowers making current loan payments are at lower odds for hardship than non-payers. We also find that among those with student debt, non-payers and those without college degrees have much greater social and economic disadvantages.

In the United States student loan debt has reached one trillion dollars. The increase in student loan debt correlates with an increase in the number of student loans in default. This study was conducted to determine the financial literacy of college students enrolled in a pre-professional setting. The information obtained was analyzed to uncover trends in student loan debt and default rates regarding student loans and repayment. A convenience sample of Touro College’s School of Health Sciences students were given a survey containing questions relating to demographics, and current habits such as level of education, spending and income. Subjects also answered loan repayment questions relating to expected monthly payment and time permitted to repay loan in full. Once the risk factors are known a further more efficient form of education can be mandated to students designed to teach the characteristics of loans, explain the ramifications of student loan default.

This paper addresses the issue of debt and discusses both its functioning as a technique of power, and the practices of resistance that challenge it. It first situates the emergence of debt in the context of the shifting rationalities of government that marked the transition from welfarism to neoliberalism. It then argues that the constitution of subjectivity in this regime implies a dialectic of desire and indebtedness. Turning to the example of the student strike in Quebec, it concludes by showing how debt reframes political divisions, and emphasizes the role of education in the development of autonomy and solidarity.

Our global communities are divided, in part, by an individualistic economic paradigm that blames the impoverished for their poverty and champions bottom-line profits as a standard upon which good economic practice is judged. A prominent economic ethos in the Bible, however, holds to a different set of values. Despite the diversity of texts on economic ethics in the Hebrew Bible and Testament, an ethos of community responsibility for the wellbeing of the individual can be found in laws, oracles, and stories that are separated by authorship, location, and time. This article considers the value of such an ethos in confronting the abuses and excesses of international capitalism.

- by Matthew J. M. Coomber
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- Poverty, Biblical Studies, Capitalism, Biblical Law

L’endettement massif des étudiants dans les pays anglo-saxons apparaît comme l’un des effets les plus marquants de l’irruption d’une rationalité néolibérale dans le monde de l’enseignement supérieur. Cet article vise à montrer comment le besoin d’emprunter pour étudier reformule, dans une logique de spéculation financière, les espoirs d’avancement socio-économique traditionnellement associés à l’obtention d’un diplôme universitaire. Il expose d’abord la rationalité politique ayant poussé à individualiser les bénéfices, et, partant, le financement des études supérieures, avant de décrire la logique de l’« endettement spéculatif » qui préside à l’usage du crédit dans l’habitus économique des classes moyennes, lequel est censé offrir un « effet de levier » nécessaire à l’accumulation d’un patrimoine. Considérant la dette comme une forme d’assujettissement disciplinaire, il se conclut par une critique de l’exploitation sous le régime du capitalisme financiarisé, où le développement de l’« employabilité » devient lui-même une source de valorisation pour le capital.

The scale of student debt in New Zealand and abroad is unprecedented. However, relatively little is known about how students understand and negotiate debt in the present. In this article, I report on interviews with 70 students enrolled at New Zealand's eight universities to understand the multiple ways students describe their debt and how it affects them. The analysis of the interviews reported presents five clusters of student experiences of debt. This variation suggests debt may create multiple and overlapping fractures as well as vulnerabilities among students, affecting both students with and without debt.

- by Sylvia Nissen
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- Higher Education, University Students, Student Loans, Student Loan Debt
- by Brandon O Hensley, Ph.D. and +2
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- Debt, Student Loans, Student Loan Debt, Debt-Free Education

This article presents ethnographic research on the aspirations of graduates from a private university in New York City, some of whom move to Los Angeles. Findings depict financial and family pressures exerting a governing force upon the graduates’ futures, often beyond their control. Focusing on the narratives of four individuals, we introduce the language of fate as a means of conceptualising the potential repercussions of aspiration and Higher Education. The premise of both is an increased determinacy over one’s future, yet in the high-stakes U.S. context here examined, this financial investment and articulation of family hope may generate fated (seemingly inescapable)and/or fateful (ominous) outcomes. The dynamic of ‘cruel optimism’ illustrates some of the paradoxical consequences of Higher Education, whereby people may be punished by their aspirations. We discuss what factors affect differing outlooks on the future and imply alternative dimensions to adversity beyond the remit of ‘inequality’.

Presenting the current mode of production as a triumvirate of capital, learning, and debt, I argue that a certain education and rhythm reinforce exploitation and domination. I propose queer communist study to break out of this regime. I first turn to Lee Edelman's polemic against reproductive futurism, which commits us to the logic of identity, meaning, and repetition. Through mining and explicating Edelman's dispersed notes on education and pedagogy, I formulate the practice of sinthomostudying, which paradoxically situates us within the gap of identity and the internal surplus of the Symbolic order. The jouissance of sinthomostudying opens up a world of potentiality, but these potentialities do not necessarily stand in antagonism to the capital-debt-learning regime. This is a necessary but insufficient educational axiom as the configurations of communicative capitalism are sustained by the disruption and instability of the drive. Thus, I ultimately posit that for queer study to be communist it must be organized into a force capable of sustaining, inhabiting, and expanding the gap of identity, thereby redirecting the death drive toward a new way of being and relating.

- by derek r. ford
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- Social Movements, Psychoanalysis, Education, Marxism

Recent decades have seen a dramatic expansion in higher education. Americans are accessing higher education at growing rates, at the undergraduate level and beyond. While this process is widely celebrated, this Article argues that the proliferation of higher education has, also, a dark side.
Through a myriad of empirical evidence, we show that American higher education is plagued by an 'arms race'. Individuals acquire more education than is needed for performing their job or for personal growth, in order to gain an edge in a competitive job market. As people gain more education, employers become more selective, further fueling the educational arms-race.
The Article argues that this arms-race is both socially wasteful and unjust. It is wasteful because enormous resources are invested by individuals and the public on higher education, without increasing work productivity or contributing to economic growth. It is unjust because it benefits those who can afford to study, while others are either forced to incur huge debt to fund education, or are left with low-paying menial jobs.
The article then discusses several legal solutions aimed at mitigating the educational arms-race. The suggestions are designed to target only cases in which the expansion in higher education is indeed inefficient and unjust, rather than to restrict higher education generally. The first suggestion involves “banning the higher education box”, namely considering higher education requirements discriminatory when they are unjustified by a business necessity and cause racial disparity. Second, we offer imposing a “Signaling Fee” on employers upon hiring overeducated workers; and third we propose encouraging practices of lifelong learning and on-the-job-training. Adopting these (and perhaps other) measures is crucial for reversing the educational arms race and safeguarding higher education as the socially beneficial institution it should be.

- by Tammy Harel Ben Shahar and +1
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- Higher Education, Discrimination, Law and Economics, Distributive Justice

While scholars of writing have increasingly turned toward economic issues, the role of debt has remained largely absent from composition scholarship. This article takes stock of the material and ideological magnitude of student debt in... more

- by James Rushing Daniel
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- Composition and Rhetoric, Student Loan Debt

This paper is interested in the personal texts of a crisis of political economy. It explores the ways in which neoliberal subjects negotiate and narrate their failures in the job market and their overwhelming experience of debt, building empathy and solidarity when traditional forms of working-class protest have very suddenly evaporated. This paper will examine how three texts – the independent film My Student Loan, the songs of slacker performance artist BA Johnston, and the website bankruptstudentloan.wordpress.com – examine debt as personal in order to position the economically marginalized ex-student in neoliberalism.

- by David Tough
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- Neoliberalism, Bankruptcy, History of Ontario, Interpellation

This thesis describes a program of research designed to investigate longitudinally the role of debt in a cohort of 1232 final-year New Zealand secondary school students, their tertiary entry decisions and their attitudes towards tertiary education and student debt. It follows some of these students into their first year out of school into tertiary education or otherwise. Two surveys were conducted that employed the Attitude to Debt Scale (Davies and Lea, 1995) to address students’ debt and savings behaviour and estimates, tertiary education entry decisions, and attitudes to tertiary education and term-time working. Debt attitudes are found to be more complex than previously proposed, and this has significant ramifications for debt attitude theory and research. Longitudinal comparisons suggest students’ views regarding debt necessity does not change but their attitude to avoiding does. Students become more or less avoidant of debt depending on their circumstances. However, debt attitude results still support many of the findings of earlier research such as debt acquisition preceding a more tolerant attitude change. Debt and tertiary education attitudes are not well predicted. Students report engaging in term-time working to limit their student loans, but engaging in term-time working results in lower grades in their studies. Those from the middle and higher socio-economic classes are more likely to be positive towards tertiary education, and thus entrants, compared with the lower socio-economic classes. However, the results do not suggest this is due to debt attitudes or fear of debt.

- by Steve Haultain
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- Human Capital, Public Debt, Life-cycle hypothesis, Student Debt

- by Nicholas D Hartlep
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- Critical Theory, Finance, Economics, Financial Economics
- by Mitchell D McIvor
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- Canada, Post-Secondary Education, Student Debt, Student Loan Debt

A surplus of college degrees can lead to a situation where college graduates oversaturate the market, leaving the market demanding a constant or decreasing amount of graduates in spite of an ever-increasing amount of graduates. This in turn, certain people believe, would lead to a crash whereby surplus college degrees are devalued due to a rising number of college graduates at an ever-increasing tuition rate caused by government aid. The implications of such a market imbalance is that, unlike non-sentient goods, college graduates without any demand for their labor cannot be merely stored away until the time is right; rather, they are living, breathing people that require a job in order to be able to live a life of decency. When people's comfortable lives and futures are threatened, heavy backlash results. With such a threat, one would then wonder why the government would subsidize and promote the increase of college graduates at a rate of trillions of dollars of government-subsidized, aided, and facilitated student loan debt. The question then arises, should the government continue supporting the rise in the number of college graduates or should it attempt to place a limit? This paper answers this question with a positive nod to the former: the government must continue its student aid programs since the benefits do indeed outweigh the costs. With the Dot-Com Bubble and the Housing Bubble in recent memory, the issue of a potential student loan bubble is brought up as a fearsome destroyer of the US economy in a trend

- by Tohme AbouNader
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- Economics, Monetary Economics, Graduate Education, Fiscal policy

Sixty percent of Americans borrow student loans. More than $100 billion of student debt is delinquent or defaulted. Defaults can have life-altering negative impacts for borrowers, including delaying marriage and home-buying,and diminishing mental health. Research has pointed to several factors as influencing student loan default, including satisfaction with educational outcomes. Using an exchange theory approach, this research examines the impact of student satisfaction on the likelihood of default. Data from the U.S. Department of Education was used. According to the results of logistic regression, Satisfaction with education and outcomes has a statistically significant impact on likelihood of default.

- by Jennifer S K Dudley
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- Satisfaction, Quality of Education, Student Loan Debt, Loan Default

L'annonce de l'augmentation des frais de scolarité universitaires par le gouvernement provincial du Québec a provoqué une lutte étudiante massive. Les étudiant·es en grève, dénommé·es « carrés rouges » en référence au carré de feutre rouge épinglé à leur boutonnière, symbolisant le refus de devoir plonger « carrément dans le rouge » pour pouvoir étudier, ont dénoncé non seulement la hausse des frais d'inscription, mais aussi le système d'endettement individuel adossé à cette mesure. La décision gouvernementale inversait en effet l'équation progressiste : ce n'était plus à la collectivité d'assurer l'essentiel des coûts associés à l'enseignement supérieur, la société toute entière gagnant à compter sur des citoyen·es éclairé·es. C'était désormais les diplômé·es qui, à titre individuel, apparaissaient comme les bénéficiaires de leur formation et se devaient alors de la financer directement. Par leur lutte victorieuse, les « carrés rouges » ont ainsi rejeté la vision du monde faisant du crédit l'instrument privilégié de tout projet de vie et de l'éducation une forme d'investissement financier.

"Educational debt not only affects access to and
attrition from four-year schools, but subsequently impacts
the pipeline to graduate education. Graduate school debt
load in turn impacts pathways to the professoriate. These
processes of what I call ―trickle up‖ debt in the United
States mean that it is important to pay closer attention to
and analyze the effects of this trickle up, not only on the
demographics of undergraduate and graduate school (who
is in and who is out; and who ends up in which fields) but
further, to ask ourselves what is the impact of education
debt on a new generation of faculty (both contingent and
tenure-track) carrying these new higher education debtloads
into the workplace. I see this essay as a provocation to further inquiry, attending to certain clues as ―canaries in the mine that point to the need to ask an expanded set of questions around education debt, including: What is the impact of education debt on faculty-in-debt as well as students? And, how is the shape of knowledge production
itself impacted by these overall conditions of debt in higher
education?"

(in press)
In N. Hartlep (Ed.), The Neoliberal Agenda and the Student Debt Crisis in U.S. Higher Education: Voices of Students and Faculty. New York, NY: Routledge.

Authors: Dan Collier, T. Jameson Brewer, P. S. Myers, & Allison Witt

- by T. Jameson Brewer and +3
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- Student Loans, Student Loan Debt

Student finance in UK higher education (HE) has been radically reformed over the past twenty years and the changes in student finance policies have been the focus for a growing body of education research (see for example, Bowl and Hughes, 2014; Bachan, 2014; Wakeling and Jefferies, 2013; Wilkins et al., 2012; Dearden et al., 2011; Moore et al., 2011; McCaig, 2010; Callender and Jackson, 2008). The majority of these existing studies, however, focus on the impact of differing tuition fee levels on students’ enrolment behaviour and the beginning of students’ HE careers. There is little research that has investigated how the most recent increase in tuition fees and changes to student loans, under the 2012 student finance system, have affected the views of graduands (university students who are about to graduate) and their approaches toward their graduate futures. This study starts to address this gap in knowledge and understanding. In 2014, prior to the SRHE research award, the research team produced a unique qualitative baseline of the views of a sample of undergraduate students who were graduating in the summer of 2014. These graduands were part of the last cohort of students to have paid lower tuition fees and would therefore be graduating with less student debt. This follow-up study, funded by the SRHE, presents new data in order to be able to compare the views, ambitions and experience of a sample of 2014 graduands with a sample of 2015 graduands.

- by The Silent University
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- Student Debt, Student Loan Debt
- by Devon DB
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- History, Education, Higher Education, Unemployment