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Whether Socioeconomic Status Matters in Accessing Residential College: Role of RC in Addressing Academic Achievement Gaps to Ensure Sustainable Education

Author

Listed:
  • Pingping Gui

    (Center for Faculty Development, Sias University, Xinzheng 451150, China
    Department of Foundation of Education, Faculty of Educational Studies, University Putra Malaysia, Serdang 43400, Selangor, Malaysia)

  • Gazi Mahabubul Alam

    (Department of Foundation of Education, Faculty of Educational Studies, University Putra Malaysia, Serdang 43400, Selangor, Malaysia)

  • Aminuddin Bin Hassan

    (Department of Foundation of Education, Faculty of Educational Studies, University Putra Malaysia, Serdang 43400, Selangor, Malaysia)

Abstract

Following the fourth objective of the United Nations’ Sustainable Development Goals (SDGs), education disparities are one of the most serious issues holding back national development. Despite efforts being made to tackle this discrepancy, it has long been a source of concern for many communities. It is important to note that residential colleges (RCs) have evolved and contributed to higher education for several decades now, aiming to provide an equal and inclusive living and learning environment. Having said that, while disparity is still one of the most challenging issues in this system, it has not been fully examined. Using stratified random sampling on RC students’ data from undergraduate universities piloting RC programs up to 2018 in different parts of China, this study examines the effects of socioeconomic status (SES) on RC access. The study further explores the difference in academic achievement among RC students from diverse SES backgrounds and comprehensively analyzes the impact of RC on sustainable education. The study finds that disparities exist in accessing RC for individuals from varied SES backgrounds. However, RC mitigates the influence of SES on academic achievement to curtail these differences. The findings imply that ensuring access to RC for individuals from underprivileged SES backgrounds should be prioritized to address education-disparity-related challenges.

Suggested Citation

  • Pingping Gui & Gazi Mahabubul Alam & Aminuddin Bin Hassan, 2024. "Whether Socioeconomic Status Matters in Accessing Residential College: Role of RC in Addressing Academic Achievement Gaps to Ensure Sustainable Education," Sustainability, MDPI, vol. 16(1), pages 1-16, January.
    • Handle: RePEc:gam:jsusta:v:16:y:2024:i:1:p:393-:d:1311799
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    References listed on IDEAS

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    1. Gazi Mahabubul Alam & Md. Abdur Rahman Forhad, 2023. "The Impact of Accessing Education via Smartphone Technology on Education Disparity—A Sustainable Education Perspective," Sustainability, MDPI, vol. 15(14), pages 1-14, July.
    2. Abhilasha Singh & Patrick Blessinger, 2023. "Examining the Role and Challenges of Sustainable Development Goals for the Universities in the United Arab Emirates," Sustainability, MDPI, vol. 15(20), pages 1-18, October.
    3. Marginson, Simon, 2018. "Higher education, economic inequality and social mobility: Implications for emerging East Asia," International Journal of Educational Development, Elsevier, vol. 63(C), pages 4-11.
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