13 ways to improve higher ed for BIPOC students

As the cost of higher education has risen, more students, parents and policymakers have questioned the value of a degree in promoting social and economic mobility.

One population that is less likely to receive the same outcomes from earning a college degree is students of color, specifically those from Black, Latino and Indigenous backgrounds.

A new report, “Is College Worth It?: Black, Latinx and Indigenous Student Voices on the Value of Postsecondary Credentials,” by the Pell Institute and funded by the Lumina Foundation, collects student opinions on why they enroll in college, what factors impact their perception of postsecondary value and the hidden costs of attending college.

Over all, students of color see long-term benefits in their degree attainment, despite the short-term challenges that can impact their health and well-being.

The report: The Pell Institute defines postsecondary value as the perceived worth or benefits of attaining education beyond the secondary level at colleges, universities or vocational institutions, according to an Oct. 16 at a webinar hosted by the Pell Institute for the Study of Opportunity in Higher Education.

The research collected both quantitative and qualitative data from Black, Latino and Indigenous students participating in TRIO programs with a large (n=1,801) student survey in fall 2023 and smaller focus groups (n=15) during spring 2024.

The work was guided by a student advisory board, who served as focus group members as well. Advisory board members provided input on data collection protocols, methods, analysis and future implications featured in the report.

Researchers noted that, given students’ affiliation with TRIO, they were more likely to be first-generation students, from low-income backgrounds or both, which could affect their perceptions compared to their non-TRIO peers. The report also doesn’t capture the opinions of students who have graduated or left college without a degree, which could impact their feelings of value.

The findings: Across all respondents, researchers learned that postsecondary value is deeply personal and an idea that evolved over time. The report breaks down value into six pillars:

1. Economic. Four in five of students believe their college investments are worthwhile in the long run for their careers. Students with loans reported experiencing added stress, due to the looming burden of debt, but they still maintained a mostly positive perspective on higher ed’s benefits.
2. Professional. Around 92 percent of students believe a college education will help them secure a well-paying job, and 95 percent believe a college degree will help them reach their professional goals.
3. Network. Approximately 81 percent of students believe the connections they make in college will help them secure opportunities in the future. A majority of survey participants also engage in student groups and organizations, which focus group interviews revealed were important to students’ ability to connect with peers who share their identities and lived experiences.
4. Personal. About 90 percent indicated increased confidence, self-awareness and the ability to engage with diverse perspectives and ideas since attending college. In interviews with focus group members, students spoke of self-authorship, maturing and self-discovery as unforeseen benefits of higher education.
5. Familial. Making their families proud, being a good role model or living out the family legacy were also popular themes in students’ perception of value. Ninety-one percent of students agreed that obtaining a college degree will bring pride to their families, and Black students were more likely to see the impact of attending college affecting their siblings and family later.
6. Collective. Students also had altruistic ambitions with postsecondary completion. Eighty-seven percent of students believe their college education will enable them to positively impact their communities and the broader society.

Shaping the narrative: The study highlighted four social and economic influences on students’ opinions of college ROI.

1. Family and community members influenced their perception of postsecondary value, with both helping coach them into believing college would promote economic mobility and professional mobility, but some students received negative messages about the value of college.
2. Job market and workforce landscape. Students saw there was a growing demand for advanced education, which encouraged them to want to pursue degrees beyond an initial interest, such as a two-year or undergraduate degree.
3. Campus faculty, peers and staff shaped how students perceived and enacted the benefits of their education. TRIO staff and peers were super impactful in this way.
4. The role of identity. “Students’ perception of the value of college credentials was strongly influenced by their ideas as marginalized individuals with a historically exclusive educational system,” said Stephanie M. Breen, a research associate at the Pell Institute, in the webinar. Intersecting identities, such as diverse gender identities and educational backgrounds and family attainment, further impacted student motivation.

Hidden costs: In addition to paying for college tuition and fees, students shared there were costs associated with attending college such as:

• Unmet financial needs. One-third of students disclosed facing challenges to pay for basic needs. “Regardless of whether or not students took out loans, within this study, they emphasized the stress of maintaining tuition while also supporting themselves and their families,” Breen said. Other challenges include students being unaware of the financial landscape or additional costs they could incur, adding a new layer of unpredictability and stress to their college experience.
• Balancing academic commitments and other obligations. Over four in five respondents reported facing challenges as they balanced family, work and academic responsibilities, on par with numbers from Inside Higher Ed’s Student Voice survey.
• Strains on mental health. Two in three students reported struggles with mental health while in college, which researchers believe points to the pressures of balancing obligations coupled with basic needs insecurity and how it impacts well-being.
• Isolation and belonging. Similarly, students reported challenges related to impostor syndrome, such as isolation and a lack of sense of belonging. Some learners shared they didn’t receive support or felt undersupported from peers or faculty when disclosing struggles. Adult learners were more likely to say they felt different or that their priorities while in college were different from peers’. Respondents also said diversity, equity and inclusion work was performative and didn’t address hostile situations they faced.

So what? Despite these challenges, students believed there is value in higher ed. Based on their findings, researchers suggested 13 recommendations for higher education institutions, including:

1. Implement financial literacy programming. Many students were unaware of how college costs could change, such as rising tuition and limited financial aid for all courses. Financial literacy officers can support this work and build relationships with students.
2. Promote equitable access to experiential learning and internships. Work-based learning should be integrated into all majors to mitigate participation gaps for historically marginalized students.
3. Integrate career development into advising, curriculum. Embedded academic advisers can provide specialized field knowledge and integrate career advising into academic planning. Faculty members should also provide career exploration into their classes such as career panels, workshops and professional development.
4. Strengthen collaborations with career centers and academic departments. Joint events like career fairs, résumé workshops and networking opportunities can make career services part of the academic experience and increase visibility of career center offerings.
5. Integrate TRIO into student success initiatives across campus. TRIO professionals are familiar with the challenges and strengths of underrepresented students and should be given a seat at the table to share student voices and ensure institutional efforts are inclusive and supportive.
6. Leverage family engagement. Students’ parents, siblings and other family members play a key role in shaping their perceptions of college value, so family-centered programs can actively engage folks in students’ journeys. This could be an online platform, virtual family mentoring and real-time support networks.
7. Drive value through student involvement. Student organizations and identity-based groups play a crucial role in student development, fostering professional and academic growth and overall well-being.
8. Foster peer mentorship, alumni networks. First-generation students often struggle with feelings of impostor syndrome, so peer-led support groups for first-gen learners can provide an arena to share experiences, develop coping strategies and build community. Alumni can also serve as mentors.
9. Establish a basic needs services hub. Integrating basic needs supports—including federal and state services, food pantries, housing assistance, mental health services, financial literacy workshops, and technology lending programs—into a single, accessible platform can help ensure all students’ needs are met.
10. Improve access and quality of mental health services. This could include individual and peer counseling, crisis intervention and stress management workshops, all offered in person and online. Culturally responsive mental health services can further address the needs of Black, Latino and Indigenous students.
11. Increase funding for students. State and federal agencies should boost dollars for financial aid and Pell Grants to ease students’ burdens while attending higher ed. Emergency aid financial aid programs have a large role in supporting student retention, as well.
12. Cultivate an inclusive campus environment. Incorporating culturally responsive and inclusive practices into mandatory professional development for faculty and staff can incentivize practitioners to foster supportive and inclusive classroom environments. Regular campus climate assessments and equity audits can gauge inclusivity across campus life and allow for targeted policy measures.
13. Accommodate diverse students’ needs. Adult learners, student parents and those with multiple responsibilities face unique challenges in their academic pursuits and need targeted institutional support, including flexible course options and support services.

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