Examining a financial climate of support : how institutional-level financial aid relates to teamwork, leadership, and critical thinking

Numerous studies examine the role of financial aid in undergraduate education (e.g., Cabrera, Nora, & Castaneda, 1992; Cellini, 2008; DesJardins, Ahlburg, & McCall, 2002; Dynarski, 2003; Nora, Barlow, & Crisp, 2006; St. John & Noell, 1989). The majority of these studies focus on how financial aid affects the outcomes of enrollment, graduation, persistence, and retention. While these outcomes are absolutely critical and worthy of close examination, surprisingly little research examines how financial aid affects student growth and learning during the college years. This omission may be because financial aid primarily exists to aid enrolment and retention; however, understanding other potential benefits of financial aid may create a better overall understanding of how financial aid facilitates retention, graduation, and other student outcomes. With this study we seek to fill this gap in the research by examining whether a relationship exists between institutional-level financial aid and three outcomes that are key components of students’ experiences and development: teamwork, leadership, and critical thinking.