Show Less
Restricted access

Student Involvement & Academic Outcomes

Implications for Diverse College Student Populations


Edited By Donald Jr. Mitchell, Krista M. Soria, Elizabeth A. Daniele and John A. Gipson

Student Involvement and Academic Outcomes links student involvement to tangible academic outcomes (i.e., GPAs, retention rates, graduation rates). This is particularly important for diverse student populations (e.g., underrepresented minority, first-generation college, and low-income students) who now make up a significant portion (and will soon become the majority) of U.S. college students. The text is a valuable tool for higher education administrators, faculty, staff, graduate students, parents, students, and scholars alike. In addition, the volume is ideal for master’s and doctoral programs in higher education and student affairs-related fields and for courses that examine issues/experiences associated with diverse U.S. college students, student affairs intervention strategies, racial and ethnic diversity in higher education, and critical/contemporary issues in higher education.
Show Summary Details
Restricted access

Chapter Eleven: Working to Learn or Working to Live? Exploring the Impact of Employment on College Outcomes for Low-income and First-generation Students


| 173 →


Working TO Learn OR Working TO Live? Exploring THE Impact OF Employment ON College Outcomes FOR Low-income AND First­generation Students


Working during college has become a common phenomenon among students in American higher education. Whereas the “typical” college student was once characterized as enrolling in college directly after high school, relying on parents for financial need, and refraining from working or working limited hours during a semester (Mounsey, Vandehey, & Diekhoff, 2013), at present an overwhelming number of college and university students are juggling the demands of working either part-time or full-time and managing the many responsibilities associated with obtaining a college degree. Employment plays a major role in the lives of many college students despite the different experiences that students bring with them to college (Billson & Terry, 1982). Consequently, time that students allocate toward work responsibilities may detract from time that could be devoted to coursework or other key educational experiences (e.g., research with a faculty member, involvement in co-curricular activities, or study abroad).

Stern and Nakata (1991) explain that the number of U.S. college students who work for pay during the academic year grew steadily between the 1960s and the mid-1980s. According to the Bureau of Labor Statistics (2002), the overall employment rate was 52.6% for traditionally aged students (18–24 years old) enrolled in college. In this age group, 62.4% of students at two-year...

You are not authenticated to view the full text of this chapter or article.

This site requires a subscription or purchase to access the full text of books or journals.

Do you have any questions? Contact us.

Or login to access all content.