@article { title = {Textbook Broke: Textbook Affordability as a Social Justice Issue}, author = {Jenkins, J. Jacob and Sánchez, Luis A. and Schraedley, Megan A. K. and Hannans, Jaime and Navick, Nitzan and Young, Jade}, abstract = {In light of rising textbook prices, open education resources (OER) have been shown to decrease non-tuition costs, while simultaneously increasing academic access, student performance, and time-to-graduation rates. Yet very little research to date has explored OER’s specific impact on those who are presumed to benefit most from this potential: historically underserved students. This reality has left a significant gap of understanding in the current body of literature, resulting in calls for more empirically-based examinations of OER through a social justice lens. For each of these reasons, this study explored the impact of OER and textbook pricing among racial/ethnic minority students, low-income students, and first-generation college students at a four-year Hispanic Serving Institution (HSI) in Southern California. Drawing upon more than 700 undergraduate surveys, our univariate, bivariate and multivariate results revealed textbook costs to be a substantial barrier for the vast majority of students. However, those barriers were even more significant among historically underserved college students; thus, confirming textbook affordability as a redistributive justice issue, and positing OER as a potential avenue for realizing a more socially just college experience.}, year = {2020}, month = {05/2020}, language = {English}, journal = {Journal of Interactive Media in Education}, volume = {2020}, issue = {1}, pages = {3}, country = {United States}, doi = {10.5334/jime.549}, refereed = {yes}, keywords = {OER, open education resources, student equity, redistributive justice, Hispanic Serving Institution}, attachments = {549-4529-1-PB.pdf}, }