The illusion of belonging: EOP’s impact on sociocultural issues in education

Abstract

Economically disadvantaged and underrepresented students are taught to fend for themselves from their first day in the education system. Through dilapidated schools, unforgiving policies, and a lack of funding, they’re made to believe that they’re not as important as others, and their success isn’t cared for, contributing to the endless cycle of poverty. As these students enter into higher education, if they even can afford or decide to go, they’re often unprepared and overlooked. Comfortability and seamless transitions come through a sense of belonging to have a secure identity and a feeling of relatability. As much as universities may think they contribute positively to underrepresented and disadvantaged students’ sense of belonging, their efforts are usually ignorant and ill-informed, and the issue is systemic. New York’s Educational Opportunity Program aims to increase graduation rates, college readiness, and educational attainment among students who are admitted. Their impact has improved the lives of these students and helped them feel like they belong in the college or university setting, but it has its faults, as seen through survey research at SUNY New Paltz. There’s still a lot of work that needs to be done regarding policies, systemic sociocultural issues, and opportunity programs, but the program’s success has showed us what truly works for students and how we can help them to continue to strive to achieve their goals in the future. Keywords: Social justice, higher education, racism, poverty, belonging, academic success, Educational Opportunity Program (EOP)