Over the past few years, our understanding of the diverse identities of Asian American students has increased. Yet, the experiences of Asian American students who identify as coming from low-income backgrounds and as first generation college students has been underrepresented in the literature. In particular, this study explored how Asian American students experienced the financial aid process, including the ways in which the federal Satisfactory Academic Progress (SAP) policy that establishes eligibility criteria for continued student financial aid impacts their experiences in college. Findings suggest student strategies for navigating a complicated process and institutional strategies for reducing confusion and increasing persistence and institutional responsibility.
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Talusan, L. & Franke, R. (2019). (Un)fulfilling requirements: Satisfactory academic progress and its impact on first-generation, low-income, Asian American students. Journal of Critical Scholarship on Higher Education and Student Affairs, 5(1), 15-28.