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The review of related literature for this study centers on various previous studies concerning working students, both locally and abroad. These studies delve into models and several case studies of working students, shedding light on the reasons compelling students to engage in work.
As per the Commission on Higher Education (CHED), a staggering 216,000 students in the country currently navigate the delicate balance of school and work. This figure represents approximately 8% of the total college student population. According to lawyer Julito Vitriolo, the officer-in-charge at CHED's office of the executive director, financial crises force many students into seeking additional income.
The majority of working students are involved in food service, entertainment, sales, library, and research assistant roles.
CHED points out that the soaring commodity prices and tuition fees propel students into the workforce. Regrettably, only 50% of working students manage to complete college due to challenges such as inability to concentrate on studies, health issues, and insufficient funds. To address this, CHED advises working students to opt for jobs that are less demanding and more closely related to their courses.
The National Center for Education Statistics in America reported in 2007 that nearly half (45%) of traditional undergraduates, aged sixteen to twenty-four attending college full-time, worked while enrolled.
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The concern over the time students spent working grew, with 80% of traditional-age undergraduates attending college part-time also working while enrolled.
Notably, there is a growing body of literature indicating the positive effects of not working versus working while attending college. Some students receive work as part of their financial aid package, but others find such awards insufficient to cover attendance costs.
For certain students, particularly adults, work becomes an integral part of their identity, contributing to stress and anxiety as they juggle multiple roles such as student, employee, and parent.
Addressing this concern, Sandy Baum, a College Board policy analyst, argues that while some students are awarded work as part of their financial aid package, others either do not receive work-study funding or find such awards insufficient to cover the costs of attendance. Some traditional-age students may use employment as a way to explore career options or earn spending money.
In a 2010 collection of essays, Baum further argues that the conflicting demands of these roles often create high levels of stress and anxiety, making it less likely that students will complete their degrees.
One pertinent question arises: How does working affect students' success? Research has indicated that "the more time a student devotes to employment, the less he or she has for either academic or social activities" (Fjortoft, 1995).
Studies have explored the effects of working on social and academic integration, crucial components in student behavior theory linked to persistence. Lundberg (2004) found that students working more than 20 hours per week reported significantly fewer interactions with faculty and lower-quality student relationships with peers. Cheng (2004), using a mixed method design, found "no significant difference between working and nonworking students in their academic and social experience, though working students’ GPAs are lower than those of the nonworking" (p. 1).
These findings raise critical questions about the impact of employment on the overall success and well-being of college students. It is evident that the conflicting demands placed on working students can impede their academic and social experiences, ultimately affecting their GPA.
In conclusion, the challenges faced by working students, both locally and internationally, necessitate a deeper understanding and exploration. The complexities involved in juggling academic responsibilities with the demands of employment highlight the need for further research to address the unique circumstances of working students.
As we strive to create an educational environment that supports the holistic development of students, it becomes imperative to recognize and mitigate the stressors associated with being a working student. By acknowledging these challenges, educational institutions can work towards implementing policies and support systems that foster a conducive environment for both academic success and personal well-being.
The Unexplored Realities: A Comprehensive Review of Working Students. (2016, Aug 20). Retrieved from https://studymoose.com/the-case-of-working-students-review-of-related-literature-essay
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