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Textbook Broke: Textbook Affordability as a Social Justice Issue
Jenkins, J. Jacob · Sánchez, Luis A. · Schraedley, Megan A. K. · Hannans, Jaime · Navick, Nitzan · Young, Jade

Published11 May 2020
JournalJournal of Interactive Media in Education
Volume 2020, Issue 1, Pages 3
CountryUnited States, North America

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.

Keywords OER · open education resources · student equity · redistributive justice · Hispanic Serving Institution

LanguageEnglish
RefereedYes
RightsCC BY
DOI10.5334/jime.549
Export optionsBibTex · EndNote · Tagged XML · Google Scholar



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549-4529-1-PB.pdf · 1.1MB



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