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The introduction argues for systemic change rather than blaming individual borrowers, centering Black, Hispanic/Latino, Indigenous, and Asian American and Pacific Islander perspectives. The work reviews myths for each group, adds a household finances lens, and concludes with policy steps to advance equity, visibility, and a racially just path forward.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/changing-the-narrative-on-student-borrowers-of-color-february-2021/584602/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/changing-the-narrative-on-student-borrowers-of-color-february-2021/584602.png","ImageObject",300,407,{"name":92,"@type":93},"Damian","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-07","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why does the introduction argue that student borrowing discussions must shift from deficits to narrative change?","Question",{"text":112,"@type":113},"It says real progress depends on setting up the right conversation, because prior discussions have used deficit framing, too few voices of color, and monolithic characterizations that miss root causes and differences among groups.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What core principles guide the collection’s proposed approach to borrowers of color?",{"text":117,"@type":113},"The text calls for treating student borrowing as a complex challenge compounded by systemic racism, focusing on systems rather than blaming individuals, centering experts and community leaders of color, and respecting differences within and among racial and ethnic groups.",{"name":119,"@type":110,"acceptedAnswer":120},"How does the collection structure its analysis across different borrower groups?",{"text":121,"@type":113},"It organizes three main parts: correcting myths about Black borrowers, expanding understanding of Hispanic/Latino experiences and debunking debt-aversion narratives, and grounding support for Native American borrowers in treaty honoring, data inclusion, and correcting damaging affordability narratives.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},584602,1792167319,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},137451208677,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Changing the Narrative  \non Student Borrowers of Color  \nFebruary 2021  \nCONTENTS  \nIntroduction ...........................................3  \nBlack Borrowers:  \nBuilding from a Better Narrative................4  \nLatino Borrowers:  \nMoving Beyond the  \n‘Debt Aversion’ Truism..............................9  \nBorrowing and Repayment:  \nA Household Finances Perspective ..........15  \nNative Borrowers:  \nRecognize it’s Our Land,  \nand Honor the Treaties............................ 16  \nEquity and Visibility for Asian American and Pacific Islander Students ..................21  \nConclusion:  \nForging a Racially Just Path Forward ......22  \nThe Borrowers of Color Working Group ...................................24  \nINTRODUCTION  \nStark differences by race and ethnicity exist in student borrowing trends—as anyone worth their salt in postsecondary education should know by now. Statistics about debt loads, repayment trends, default rates, and forgiveness opportunities routinely appear in research papers, policy briefs, talking points, and news reports. We should celebrate the increased visibility and elevated priority of these issues and disparities.  \nBut real progress over time depends on setting up the right conversation and narrative. And so far, too much of the discussion has been framed in deficits, included too few voices of color, and been marked by monolithic characterizations that reveal deep systemic flaws—including ignorance of root causes and the failure to investigate differences among racial and ethnic groups.  \nTo begin developing viable and enduring solutions for students of color, we must:  \n􀂃 View student borrowing as a complex, multifaceted challenge compounded by systemic racism.  \n􀂃 Focus on changing systems rather than blaming individual borrowers.  \n􀂃 Put Black, Hispanic, and Indigenous experts, leaders, and community members at the center of the discussion.  \n􀂃 Respect all racial and ethnic groups by carefully examining the differences among and within them.  \nDriven by these ideas and our commitment to put equity first, Lumina Foundation convened a working group on borrowers of color in 2019. Each member brought expertise and a unique perspective, expressed interest in working collaboratively across disciplines, and had a specific interest in student borrowing and equity. Importantly, most in the group represent Black, Hispanic, and Native communities themselves.  \nThis collection of essays is the culmination of their efforts. Individually, these pieces shed light on specific topics and populations of students.  \nTaken as a whole, we’re convinced they can help the field move forward in a more equitable, student-centered way.  \nThe collection has three parts:  \n􀂃 First, Fenaba Addo and Dominique Baker correct common myths about Black borrowers. The authors show how Black students and families face a different set of choices than others, and they urge the policy community to take the long view of affordability and accountability—one that acknowledges the fact that Black graduates face discrimination as they enter and continue in the workforce.  \n􀂃 Next, Denisa Gándara and Desiree Zerquera provide a fuller understanding of Hispanic and Latino students’ experiences and their borrowing. Emphasizing the multidimensionality of this student population, the authors debunk simplistic debt-aversion narrativesand describe how weakened social trust, enrollment decisions, and family-level financial decision-making better explain the behavior of these students.  \n􀂃 Finally, Christine Nelson, Amanda Tachine, and Jameson Lopez remind us that supporting Native American borrowers starts with honoring the treaties between the United States and Tribal Nations. They also cite the need for new data-inclusion approaches for Indigenous people, call for the elevation of Tribal Colleges and Universities, and seek to correct damaging narratives that mask Native students’ struggles with affordability.  \nAlong the way, author Joanna Dar","cbCaifXcaYTmMnDS","https://ap.wps.com/l/cbCaifXcaYTmMnDS","pdf",3751041,25,"English","# Introduction\n## Black Borrowers: Building from a Better Narrative\n## Latino Borrowers: Moving Beyond the Debt Aversion Truism\n## Borrowing and Repayment: A Household Finances Perspective\n## Native Borrowers: Recognize it’s Our Land, and Honor the Treaties\n## Equity and Visibility for Asian American and Pacific Islander Students\n## Conclusion: Forging a Racially Just Path Forward\n## The Borrowers of Color Working Group","[{\"question\":\"Why does the introduction argue that student borrowing discussions must shift from deficits to narrative change?\",\"answer\":\"It says real progress depends on setting up the right conversation, because prior discussions have used deficit framing, too few voices of color, and monolithic characterizations that miss root causes and differences among groups.\"},{\"question\":\"What core principles guide the collection’s proposed approach to borrowers of color?\",\"answer\":\"The text calls for treating student borrowing as a complex challenge compounded by systemic racism, focusing on systems rather than blaming individuals, centering experts and community leaders of color, and respecting differences within and among racial and ethnic groups.\"},{\"question\":\"How does the collection structure its analysis across different borrower groups?\",\"answer\":\"It organizes three main parts: correcting myths about Black borrowers, expanding understanding of Hispanic/Latino experiences and debunking debt-aversion narratives, and grounding support for Native American borrowers in treaty honoring, data inclusion, and correcting damaging affordability narratives.\"}]","Changing the Narrative on Student Borrowers of Color - February 2021 | PDF",1792051562,63]