Topic Paper One 1

An at-risk college student can be identified as, low socioeconomic status, from a single

parent family, an older sibling dropped out of school, the students themselves changed schools

two or more times, had average grades of “C” or lower from the sixth to eighth grade, and

repeated a grade (Bulger & Watson). Society, culture, politics, and economics directly affects the

at-risk adult learner. When an at-risk adult learner is surrounded by a society that doesn’t value

education they are more likely to drop out of college. Similar to a culture that doesn’t value the

tools needed to further education. Politics directly affects at-risk students by the ever changing

laws, for a recent example, the cancellation of Deferred Action for Childhood Arrivals (DACA).

When our country experiences an economic low, education often is set aside to provide the

fundamental needs such as food, shelter, and water.

Society has a large impact on an at-risk learner due to the value that education has within

that community, if a community does not value education or simply cannot afford it, they will be

more likely to drop out. “If [the at risk students] are living in a home that is below the poverty

line they may not have access to the tools they need to succeed in the classroom. Their family

may not have enough money to purchase school supplies or a computer to do homework with”

(VanderStel, 2014). When the student is in a low socioeconomic situation, their families likely

do not have the proper funds to purchase the necessary tools that are needed in order for the

student to perform at their peak. When a student feels like they are behind due to their situation,

they will likely become frustrated and lose hope in the value of education.

If an at-risk student is in a culture that places high value on family and traditions,

technology can have a great impact on traditions and become more westernized which creates

tension between the learner and their culture. “Technology seems to have severed relationships

among space, time, and activities within that were once tight knit families” (VanderStel, 2014).
Topic Paper One 2

This places great strain on the student and they will be more likely to drop out due to the deep

culture that is ingrained in their lives.

DACA is a relevant topic on how politics can impact the at-risk student learner. The

DACA student is likely at the higher end of at-risk due to low socioeconomic status, amongst

many other hurdles they have to overcome as a first generation student. When policies, such as

DACA, is ended it can place unnecessary stress and discomfort on students who are simply

trying to further their education. This, in turn, creates a student that is more likely to drop out due

to a country that seemingly is against them.

The economy impacts the at-risk learner though the fundamental need to provide food,

shelter, and water for their family instead of furthering education. “At-risk students are caught in

a mismatch between their home situations and what is required for success at school.”

(Hanusheck & Jorgenson, 1996) When a family is put under great financial strain to even

provide the basic necessities, everything else falls to the wayside.

Society, culture, politics, and economics impacts an at-risk learner in my different ways.

The examples brought up through this paper is only some of the ways that at-risk learners are

impacted through society, culture, politics, and economics. When a student is already struggling

with a low socioeconomic status, a single parent family, witnessing an older sibling dropped out

of school, changing schools two or more times, having an average grades of “C” or lower from

the sixth to eighth grade, and repeated a grade it can become difficult to overcome outside

circumstances already experience with society, culture, politics, and economics.

Topic Paper One 3

References

Bulger, S., & Watson, D. (n.d.). Broadening the definition of at-risk students. Retrieved

September 8, 2017, from http://www.schoolcraft.edu/pdfs/cce/12.2.23-32.pdf

Hanusheck, E. A., & Jorgenson, D. W. (1996). Improving America's Schools The Role of

Incentives. Retrieved September 8, 2017, from

https://www.nap.edu/read/5143/chapter/12

VanderStel, A. (2014, April 10). The Impact of Demographics in Education. Retrieved

September 8, 2017, from

http://scholarworks.gvsu.edu/cgi/viewcontent.cgi?article=1306&context=honorsprojects