Abstract/Details

Earning and learning: The impact of paid work on first-generation student persistence


2010 2010

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Abstract (summary)

This study utilized the Beginning Postsecondary Student (BPS) longitudinal data set (2004-2006) from the National Center for Educational Statistics (NCES), which will follow for six academic years a nationally representative sample of students who began their postsecondary education during the 2004-2005 academic year. The purpose of this study is to examine the impact of paid employment during the first year of college on first-generation academic success and first to second year persistence as compared to non first-generation students enrolled at 4-year institutions. First-generation students were observed to have a higher average number of hours worked in a week as well as GPA scores than non first-generation students. An independent samples t-test was performed in order to determine whether there was a significant difference between the groups. Considering the number of hours worked by the student, it was found that there was again a significant difference between the first-generation and non first-generation students, t = 8.57, p < .05. In fact, first-generation students would work almost four more hours on average than non first-generation students would. There was a significant relationship between the number of hours worked per week and the persistence of the student, t(200) = -9.25, p < .01. In fact, the model predicted that those who were still in their persistence track worked 10.82 fewer hours a week than students who are not in their track anymore. This indicated that students who were still on track did not work as many hours a week (not including study hours) as students who did not continue with their track. Based on this information, it was found that there was a significant relationship between the persistence track and the generation of the student, χ2(n = 1490, df = 1) = 23.15, p < .01. This indicated that whether the student was still on track depended on whether the student was a first or non first-generation student. In fact, those students who were first generation students were expected to be still on track more frequently than were observed (expected value was greater than observed value).

Indexing (details)


Subject
Education Policy;
Adult education;
Higher education;
Wages & salaries;
Generations;
Student behavior
Classification
0458: Education Policy
0516: Adult education
0745: Higher education
Identifier / keyword
Education; Beginning Postsecondary Student; First-generation; National Center for Educational Statistics; Student persistence; Work
Title
Earning and learning: The impact of paid work on first-generation student persistence
Author
Micka-Pickunka, Marilyn
Number of pages
140
Publication year
2010
Degree date
2010
School code
0118
Source
DAI-A 71/08, Dissertation Abstracts International
Place of publication
Ann Arbor
Country of publication
United States
ISBN
9781124075624
Advisor
Berger, Joseph B.
Committee member
DiFulvio, Gloria T.; Williams, Elizabeth A.
University/institution
University of Massachusetts Amherst
Department
Education
University location
United States -- Massachusetts
Degree
Ed.D.
Source type
Dissertations & Theses
Language
English
Document type
Dissertation/Thesis
Dissertation/thesis number
3409823
ProQuest document ID
733023096
Copyright
Database copyright ProQuest LLC; ProQuest does not claim copyright in the individual underlying works.
Document URL
http://search.proquest.com/docview/733023096
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