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Abstract

This study is based on the premise that equity in the distribution of institutional student aid is related to a student's academic ability and need. Thus, to establish evidence of gender bias, this study examined the influence of gender on students' institutional aid awards while controlling for these two factors, as well as other related student and institutional characteristics. This study found no direct evidence of gender bias when examining the relationship between student characteristics and institutional aid. However, when examining institutional characteristics, indirect implications suggested that gender was related to the relationship between academic ability as measured by SAT/ ACT and institutional aid.

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