working student life essay

Student Life Essay

500 words essay on student life.

Student life is one of the most memorable phases of a person’s life. The phase of student life builds the foundation of our life. In student life, we do not just learn from books. We learn to grow emotionally, physically, philosophically as well as socially. Thus, in this student life essay, we will learn its essence and importance.

The Essence of Student Life Essay

Student life is meant to help us learn discipline and study. Despite that, life is quite enjoyable. The struggle is low in student life. One must get up early in the morning to get ready for school or college.

Similarly, rushing to the bus stop is very exciting during student life. The mothers constantly remind us to hurry up and not be late. It is no less than a mantra for all mothers.

In addition, there are other exciting moments in student life. We sometimes forget to complete our homework and then pretend to find the notebook when the teacher asks for it.

With the examination time around the corner, the fun stops for a while but not long. One of the most exciting things about student life is getting to go on picnics and trips with your friends.

You get to enjoy yourself and have a  lot of fun. Even waiting for the exam result with friends becomes fun. The essence of student life lies in the little things like getting curious about your friend’s marks, getting jealous if they score more, and so on.

The excitement for games period or learning about a new teacher. While student life teaches us discipline, it also gives us a lot of fun. It is a memorable time in everyone’s life.

Importance of Student Life

Student life is a vital part of everyone’s life. The future of the students and the country depends on how we are as students. Thus, getting the right guidance is essential. Student life builds the foundation for our life.

Thus, if your foundation is strong, the building will be a strong one too. However, a weak foundation cannot make a building stand. In other words, student life helps us embrace human qualities.

People don’t realize how lucky and privileged one is to even get a student life. Many children dream of having it but never get one. Thus, if one gets to attain education, one must make the most of it.

Student life won’t always be filled with happiness but it will be worthwhile. It helps us grow in the path of life and acquire qualities such as honesty, patience, perseverance, and more.

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Conclusion of Student Life Essay

All in all, student life is no less than perfect. Even though it has many ups and downs, it is all worth it in the end. Our student life determines a lot of things in our lives later on. Therefore, we must strive to be good students not just academically but also in other aspects. It is like a backbone to have a successful life later on.

FAQ of Student Life Essay

Question 1: What is the essence of student life?

Answer 1: Student life’s essence lies in the little things such as getting ready for school early in the morning or running late. It also lies in the positive attitude that we develop due to good discipline.

Question 2: Why is student life important?

Answer 2: We call the student life ‘golden life’ as students learn many essential things. The period of student life brings joy and happiness to our lives and builds a strong foundation. It also determines our successful life.

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The Hard Working Student: a research study

“what does being a working student mean to me”: a reflection on my experiences.

August, 2020

By: Sara Sanabria

My name is Sara Sanabria and for the past two years I have been a research assistant for the Hard-Working Student study. As mentioned in the ‘About’ page, the study aims to contribute to a better understanding of the experiences of working students. As we ask students tough questions regarding balancing work and studies, I too have had an opportunity to reflect on what it means to be a working student. And while being a working student means very different things to different people, I decided to end my time with the study by sharing some insights on what being a working student means to me.

One of the things I realized is that working while studying means having a place to escape from school and life’s stresses. By having a time and a place to sit down and focus on something completely unrelated to my classes, I can take a mental and emotional break from constantly thinking about assignments and papers. In the long run it helps me to avoid burn out and to stay passionate about what I am studying.

Another thing I have come to realize about being a working student, is that many working students see their work as temporary. This was definitely the case for me when I worked in the retail and service industry. I saw my job as something I did on the side for money, and I always went into a job knowing that I would eventually leave it. Consequently, I usually took on a ‘put your head down and work hard’ mentality and accepted mistreatment or poor working conditions because I figured, “what’s the point in demanding better from my employer if I’ll be gone in a few months?” So, I accepted conditions that led to mild skin burns, long hours with no breaks, having my hours cut with little notice, and more. During my time with the HWS study, we organized a ‘Rights at Work’ event, and to my surprise, I discovered that there are support systems for working students such as worker’s unions and legal protections. However, I also learned that working students typically do not participate in unions because again, a lot of us see our term-time work as temporary. In the future I hope to be more assertive and to stand up for safe and fair working conditions for myself and my co-workers.

Lastly, as I head into law school and start a new job search in a new city, I reflect on how working while studying means having a sense of financial stability and how important it is for me to have a source of income while I study. I am privileged to have some support from my parents and the school, but even so, I know that without working it will be difficult to make ends meet. I know this is a reality for many students and so I share a sense of solidarity with others who are working hard to make a brighter future themselves. I am thankful to have been part of this study as I am certain it will go on to inform future policy and hopefully make a positive impact for other hard-working students.

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Essay on Student Life: 100, 200 and 300 Words

• Updated on  
• Apr 21, 2024

Essay on student life: Student life, a phase that encompasses the essence of youth, is a period of transformation, self-discovery, and boundless opportunities. It’s a time when a student undergoes changes and faces challenges in academics, friendships, and personal growth. In this blog, we’ll explore the multifaceted aspects of student life and provide sample essays in various word counts, giving a glimpse into this remarkable journey.

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Essay on Student Life in 100 Words

A student’s life is an exciting ride of learning, self-discovery and experiences. It’s a blend of early-morning classes, late-night study sessions, and the thrill of making lifelong friends. This phase teaches a student to balance academics with extracurricular activities, fostering their growth as individuals. Each day is a new adventure, a chance to learn, explore, and evolve. The memories one creates during these years shape the future, moulding one into the person one aspires to become. It’s a time when a student embraces the joy of acquiring knowledge and savour the taste of independence. With the right balance of study and leisure, it becomes a cherished chapter in a student’s life.

Also Read:  Essay on Life 

Essay on Student Life in 200 Words

Student life is a period of transformation and exploration. It’s a period where one transitions from childhood to adulthood, navigating through the complexities of education and personal growth. In the midst of academic challenges, students often form close bonds with peers. These friendships provide crucial support in times of stress and celebration during moments of success. However, it’s not all smooth, the pressure to excel, manage finances, and make important life decisions can be overwhelming.

The student life is a pivotal period of self-discovery and personal development. It’s not just about textbooks and lectures; it’s a journey of exploration and experimentation. From joining clubs and societies to engaging in community service, these experiences help in uncovering a student’s passions and talents. It’s a time when they build bonds that often last a lifetime, creating a support system that stands the test of time.

Also Read: How to Write an Essay in English

Essay on Student Life in 350 Words

Student life, often referred to as the best years of one’s life, it’s a bundle of experiences that shape the future. It’s a time when one embarks on a journey of academic pursuits, self-discovery, and personal growth. These years are marked by hard work studying, social interactions, and a quest for independence.

The classroom becomes a second home. But student life is not just about academics; it’s a holistic experience. Friendship bonds provide the emotional support needed. The pressure to excel academically can be suffocating at times. Balancing coursework, extracurricular activities, and part-time jobs is a delicate juggling act. Financial constraints can add to the stress, making students contemplate their choices and priorities.

Despite these obstacles, student life offers a unique opportunity for self-discovery. It’s a time when young minds explore their passions, talents, and interests. It’s a period when taking risks is encouraged, and opportunities are abundant. Whether through involvement in clubs, sports, or artistic pursuits, it’s during this phase that one lays the foundation for future careers and aspirations.

Beyond academics and friendships, student life encourages us to explore the world. From educational trips to international exchanges, these experiences broaden horizons and expose one to different cultures and ideas. It’s a time when one learns to navigate the complexities of the real world. These experiences broaden one’s mindset, help in building a global outlook and enhance adaptability.

In conclusion, student life is a remarkable chapter in the books of everyone’s lives. It is a rollercoaster of experiences that challenge us, shape us, and ultimately prepare us for the world beyond. It is a time of intellectual growth, enduring friendships, and personal discovery. Despite the trials and tribulations, it is a journey worth embracing, for it is during these years that lays the groundwork for our future endeavours and aspirations,

Student life is a phase that bridges the gap between adolescence and adulthood. It’s a transformative journey filled with academic pursuits, personal growth, enduring friendships, and the resilience to overcome challenges. This period of life is not merely a stepping stone, it’s a phase where one lays the foundation for the future, equipping oneself with knowledge, skills, and experiences that will serve us throughout our lives

Also Read: Essay on Traffic Rules in 500+ Words in English for School Students

Short Essay on Student Life

Find the sample essay on student life below:

Also Read: English Essay Topics

Student life is filled with growth, aspirations, self-discovery, and boundless opportunities. The student life helps an individual have an understanding of moral values and build a quality life.

The most important part of a student’s life is the management of Time. A student’s life demands discipline and routine and that will require the skill of management of time.

A student’s life is golden because it is a phase where a student embraces the victories, savours the taste of failure and understands the workings of the world as a whole.

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Rajshree Lahoty

Meet Rajshree Lahoty, the writer behind insightful blogs on study abroad adventures and general knowledge trivia. Armed with a pen mightier than the sword (and a keyboard!), she navigates through the lanes of knowledge with a dash of research and a sprinkle of information. Join her escapades in solving the mysteries of the world!

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LIFE OF WORKING STUDENTS: OPPORTUNITIES AND CHALLENGES

This study sought to know and understand the opportunities and challenges of working students. Likewise, the study looked into the factors that prompted students to work and how they were affected by the job. The study used qualitative research specifically phenomenological approach in gathering the data. Interviews were conducted to substantiate the study. The informants were thirteen students who worked in off-campus and on-campus. The results of the study revealed that a working student is a person who works so he can finish his studies and help his parents. Basically, students worked for their tuition. Being a working student was becoming the best version of themselves. It was about sacrifice and most importantly, it was about dedication and proving to the world that poverty will never be a hindrance to fulfilling one's dreams. The " poverty is not a hindrance to education " theme was the crucial element of the informants' overwhelming experience. To conclude, there were some advantages that working while studying had brought to the working students. Although they encountered some difficulties, they seemed to manage both studying and working simultaneously. Working at the same time studying had positive and negative effects on the personal needs, self-esteem, and time management of working students. Indeed, colleges and universities may recognize and respond to the prevalence, characteristics, and implications of working for today's undergraduates.

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Using a mixed qualitative and quantitative method, this study explored the lived experiences and struggles of 22 on-campus working students of ISAT U-Miagao Campus. This study utilized a researcher-constructed questionnaire and interview in gathering information about their experiences and related variables. Frequency count, percentage, mean, and chi-square were used as statistical tools. Results revealed that financial problem was the main factor that motivated the students to work on-campus. They experienced varied feelings as happiness, sadness, annoyance, and worry. Despite work pressure, working students had good time management both for studies and work, with high self-esteem and good academic performance. The study concluded that participants' dual roles in the college as full time student and worker, do not seem to affect their self-esteem and academic performance, however, there is a need to consider helping these students, especially on their financial needs for them to finish their studies.

This study focused on the investigation to know if the students' are experiencing the aspect of working while studying at Eastern Samar State University-Guiuan Campus. The study shows the perception of students on working while studying. Moreover, the study also indicates the reasons why they engage on working and the impacts of being employed to their academic performance. The study focused on the undergraduate students of Eastern Samar State University Guiuan Campus. The data obtained from the survey questionnaires were consolidated, organized and tabulated accordingly. They were analyzed, and interpreted utilizing suitable statistical tools. Based on the results of the study, the following recommendations were given: For the University, to improve provided services in order to help students (1) engage in working while studying, (2) help students to achieve the balance between working and academic performance. For the Faculty Members let the students encourage to participate and engage of different skills so that they may be able to have positive experiences on working for income. For the Future Researchers to conduct a similar study using other variables that are believed to have a similar topic, so that there will be comparison of the results.

This study explores how the student creates ways to maximize their time in working and in studying. The said study also aims to investigate and identify students' experiences while working. They are starting at how difficult their situation. Next, the problems they encounter. Then, how they deal and cope with such difficulties. The purpose of this study is to investigate the experiences of working while studying. In this study, a qualitative study is used. It is a subjective report which made utilization of a phenomenological way to deal with accumulating important information. The method that is used in the process of making this part of the study is the Snowball technique. Based on the participants’ responses on their perceptions on working while studying, it is confirmed that financial support, self-development and internal motivation to integrate theory and practice are among the driving forces of working while studying at university. The findings also show that the particip...

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The current study explores the experiences of working students, especially in higher learning institutions in coping with the challenges of working while studying. It is expected that the suggestions and recommendations from the study can improve working students’ experiences to be successful in both working and studying. This qualitative research investigates the experiences of working students at the International Islamic University Malaysia. Some working students were purposively chosen and interviewed to know the challenges they faced and how they overcome the problems. The findings of the current study show that the informants fully understood the concept of working while studying and considered it as a financial necessity and self-improvement. The informants exposed several challenges of working students such as time constraints and commitment to their studies. Despite the challenges, the informants considered working while studying as a motivation to further develop themselve...

In this research, it is aimed to find out how working to earn money while studying at the university affects university students' academic and social lives. The study is a qualitative research and "holistic single-case design" was used in the study. In the study, personal interview and convenient sampling techniques were used. The study group of the research was comprised of 34 students who were studying at Education Faculty of Afyon Kocatepe University in the academic year of 2012-2013 and working to earn money. In the research, 17 interview questions were used in semi-structured interview form to find out how working to earn money while studying at the university affects these university students' academic and social lives. Content analysis which is one of the qualitative data analysis techniques was used to analyze the findings of the study. The data obtained in the research was grouped and evaluated under these themes: (1) demographic information of students wo...

This descriptive survey study finds out the challenges, benefits and coping mechanisms of working students in the different companies and colleges in the Kingdom of Bahrain during the Academic Year 2016 – 2017. Included in the study were 150 working students. Frequency, Rank, & Mean were used to determine the dominant challenges, benefits, and coping mechanisms of working students. T-test was used to determine the significant difference on the dominant challenges & coping mechanisms of the working students for their type of part-time job. The results revealed that out of the 150 respondents who are working mostly in the private sector, their main reason why they work part-time is because of additional money and not so much for experience. Many of them are into business and customer service. Their serious challenge is of their friends & family’s complain of spending less time with them. Although their highest benefit revealed is winning a lot of friends at work and financial security...

This study focuses on the problems with many people working nowadays while they are studying and vice versa. Some of them are doing domain relevant jobs and some are doing unrelated jobs. In both cases, it is all amazing experience, but there are many problems that working students face. The purpose of this paper is to summarize some of these problems, and some solutions for these problems are suggested for these problems. The data for this research is collected by conducting surveys and interviews of working students of different ages and domain, analyzing their experiences regarding study and work. The way of approach is a deep analysis of their age, experience, the domain of work and study and their personal suggestions. This research can help all those students who are still studying and working and who will have to work and study together in future to tackle these problems to make their study life easy and more beneficial. This research is done on smaller scale, it can be done on a broader scale in future.

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This study investigates the strategies that students utilize in order to make the most out of their time when they are working and studying concurrently. The aim is also to record the experiences of students in employment scenarios. The challenges and difficulties faced by students are becoming more apparent as they progress through their studies. This research aims to explore how these issues are tackled by students and the way in which they are able to overcome them. A qualitative approach is taken in this investigation, with a phenomenological approach aiming to capture relevant data. The Snowball Method is used in this part of the study. The results indicate that motivation for working and studying comes in various forms such as supporting oneself financially, developing one's skills, and having an internal drive to bridge the gap between theory and practice. Moreover, these students are also found to exhibit a positive attitude and effective time management. Clue to this is their ability to practice introspection that, in turn, helps them to resolve any issues they encounter. To conclude, the participants offered advice and recommendations for students in similar situations. One of the key points raised was being dedicated and disciplined in order to successfully work while studying.

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Hilsa, a significant fish species in Bangladesh, undergoes migratory patterns between the sea and rivers. This study, conducted from 2018 to 2020 in four locations (Ramnewaz, Hazirhat, Janata Bazar, and Sakuchia) along the River Meghna in Monpura, aimed to assess the effectiveness and reevaluate a previously identified hilsa breeding ground. Variations in plankton composition and abundance were observed over multiple years and locations within the estuary. The presence of plankton in the hilsa’s gut during the spawning season emphasized its importance in the fish’s diet. The research focused on the length-frequency distribution and length-weight relationship of hilsa larvae (Jatka), studying their abundance and dispersion during high and low tides. Positive allometric growth in Jatka suggested the breeding area’s good health. Additionally, the study monitored the spent rate and maturity stages of hilsa, demonstrating the effectiveness of conservation initiatives. The existing management strategy, safeguarding breeding grounds and sanctuaries, contributed to a consistent increase in the hilsa population. The satisfactory parameters observed in the Monpura hilsa breeding ground indicated its stable and ongoing functionality. Consequently, the research findings are essential evidence and a valuable reference for future studies, policies, strategies, and the sustainable management of hilsa fishery resources.

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Working While Going to College: Pros and Cons Essay

Introduction, reasons for working during college, positive effects of working during college, negative effects of working during college.

At the present day, the majority of students chose work while going to college, they take a part-time job and attend classes, or they chose a full-time occupation during the summer. Some students have a financial necessity to find work before graduation, while others are ready to sacrifice their free time, entertainment, and communication with group mates to provide themselves with a comfortable living and become adaptable, responsible, and mature. Like any activity, working while going to college has positive and negative effects on young people. The purpose of this essay is to examine the reasons that encourage students to work while studying and the impact of working during college.

Working during college has its reasons and may be highly beneficial. Although a significant number of students are frequently apprehensive about applying for a part-time or even full-time job during college, this possibility may be taken into consideration. However, a student should thoroughly evaluate his or her strengths, flexibility, and potential necessity of working. One of the most substantial reasons to work while going to college is the ability to earn money. A working student may independently pay for his or her classes, reduce the amount of money that was borrowed for education, or have the ability to afford a comfortable living. In particular cases, when companies offer students the benefits of a full-time job for the execution of part-time work, young people may start their retirement savings while they are still studying. Another reason for working while going to college is the improvement of personal and professional skills. Even if a taken part-time job is not connected with obtainable education and future profession, it will inevitably require time management and decision-making skills, or the ability to build understanding with a large number of diverse people. In general, working during college is a positive personal life experience, students may try various kinds of activities, test their abilities, or get acquainted and apparently form a friendship with a great number of people.

Working while going to college has a substantial number of positive effects. First of all, getting a job during college provides students with an income and helps them to make student loan payments. Student loan debt is a significant issue for many students, the necessity to pay it after graduation slows down life progress and postpones the essential ambitions such as homeownership and starting a family. Working during college gives young people the possibility to graduate without substantial financial obligations. Another positive impact of the combination of work with studying is the receiving of valuable job experience. Students who are working during college accumulate knowledge, improve self-discipline, and develop their professional and communicative skills. Finding a job that corresponds with a chosen profession may positively affect a resume and provide career development immediately after finishing the study. Even if job experience received during part-time work is not closely related to the field of study, working students learn work ethic, and get additional information that may be highly useful in the future. Such students obviously get more chances to fit a particular position after graduation compared with young people without any experience at all.

Despite the positive impact of working while going to college on students’ future career, self-development, and financial obligations, a job taken in college may influence students adversely. As young people who work frequently choose their jobs instead of study time and prefer practical skills to theoretical knowledge, it significantly affects their grades in a negative way. Students with work frequently have a serious risk of getting expelled, as the necessity to work effectively for extended hours eliminates the possibility of studying to the full extent. The constant receiving of low grades results in deferring or quitting courses. If a job takes much time and effort, it makes students distracted and influences their social life, insulating them from entertainment, communication, and activities with group mates. Negative effects of working while studying on grades, a lack of sleep and social life, and tension at work due to managing deadlines significantly increase the working students’ level of stress. One more potential though not inevitable negative effect of working while going to college is an elevated risk of students’ obesity. Working young people frequently do not have time for balanced and healthy meals, and the consumption of fast food and other high-sugar meals may lead to severe health problems, like obesity, diabetes, and other diseases.

Students have various reasons to work while going to college, the most substantial reason is the ability to pay classes, reduce the student loan debt before graduation, and start retirement savings in the case of full-time job benefits for part-time work from particular companies. Working while going to college improves students’ personal and professional skills and provides a positive life experience. Working in college has both positive and negative effects on students. It helps with student loan payments and significantly influences the successful start of a career due to received experience, skills, and knowledge. However, a lack of sleep and social life, tension at work due to managing deadlines, and extended working hours have a negative impact on students’ grades and increase the risk of getting expelled. As working students frequently eat fast food due to a lack of time for healthy meals, it may result in severe diseases.

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IvyPanda. (2022, January 16). Working While Going to College: Pros and Cons. https://ivypanda.com/essays/working-while-going-to-college-pros-and-cons/

"Working While Going to College: Pros and Cons." IvyPanda , 16 Jan. 2022, ivypanda.com/essays/working-while-going-to-college-pros-and-cons/.

IvyPanda . (2022) 'Working While Going to College: Pros and Cons'. 16 January.

IvyPanda . 2022. "Working While Going to College: Pros and Cons." January 16, 2022. https://ivypanda.com/essays/working-while-going-to-college-pros-and-cons/.

1. IvyPanda . "Working While Going to College: Pros and Cons." January 16, 2022. https://ivypanda.com/essays/working-while-going-to-college-pros-and-cons/.

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IvyPanda . "Working While Going to College: Pros and Cons." January 16, 2022. https://ivypanda.com/essays/working-while-going-to-college-pros-and-cons/.

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Recognizing the reality of working college students.

When academically qualified people do not have the financial resources needed to enroll and succeed in college, higher education fails to fulfill the promise of promoting social mobility—and may actually serve to reinforce social inequities. The cost of college attendance is rising faster than family incomes, and increases in federal, state, and institutional grants have been insufficient to meet all students’ demonstrated financial needs. Between 2008–09 and 2017–18, average tuition and fees increased in constant dollars by 36 percent at public four-year institutions and 34 percent at public two-year institutions, while median family income rose by only 8 percent . The maximum federal Pell Grant covered 60 percent of tuition and fees at public four-year institutions in 2018–19, down from 92 percent in 1998–99. Full-time, dependent undergraduate students in the lowest family-income quartile averaged $9,143 in unmet financial need in 2016, up 149 percent (in constant dollars) from $3,665 in 1990.  

Students who do not have sufficient savings, wealth, or access to other financial resources have few options for paying costs that are not covered by grants: they can take on loans, get a job, or do both. While these options pay off for many students, a higher education finance system that requires the use of loans and paid employment disproportionately disadvantages individuals from groups that continue to be underrepresented in and underserved by higher education.            

Growth in student loan debt is well documented. As of the second quarter of 2019, total outstanding student loan debt in the United States exceeded $1.6 trillion and represented the largest source of nonhousing debt for American households. Annual total borrowing among undergraduate and graduate students from federal and nonfederal sources increased 101 percent (by $53 billion) in constant dollars from 1998–99 to 2018–19 .

Many individuals who use loans to pay college costs complete their educational programs, obtain jobs with sufficiently high earnings, and repay their loans. But the implications of borrowing vary across groups and are especially problematic for students who do not complete their degree. The Institute for College Access and Success reports lower loan repayment rates for Pell Grant recipients, first-generation students, and black and Hispanic students as well as for students who attend for-profit institutions. Black students also average higher rates and amounts of federal loans and experience higher default rates .

Like taking on loans, working for pay can have benefits. Paid employment can provide students with money they need to stay enrolled, and it can build human capital and improve labor-market outcomes. An exploratory study by Anne-Marie Nuñez and Vanessa A. Sansone found that first-generation Latinx students developed new relationships, skills, and knowledge through work and experienced satisfaction and enjoyment from working. But working can also have harmful consequences. And, as with loans, the negative implications of paid employment are more commonly experienced by students from underserved and underrepresented groups.

The circumstances of working students today can undermine the mission of higher education for multiple reasons.

1. Many undergraduates are working more than twenty hours per week.

The US Department of Education reported that, in 2017, 43 percent of all full-time undergraduate students and 81 percent of part-time students were employed while enrolled (see table). The proportion of full-time students working for pay was higher in 2017 than in 2010, when 41 percent were employed, but lower than in 2005, when 50 percent worked for pay while enrolled. Employment rates for part-time students follow a similar fluctuating pattern: 86 percent in 2005, 75 percent in 2010, and 81 percent in 2017. In all, more than 11.4 million undergraduate students (58 percent) worked for pay while enrolled in 2017.

2. Working for pay is more common among undergraduates from underserved groups.

The financial need to work while enrolled, with all its negative consequences, disproportionately burdens students from historically underserved groups. While students from all family backgrounds work for pay, students from low-income families are more likely to do so—and, among those who are employed, work more hours on average—than their higher-income peers. The US Department of Education reports that, in 2017, 16 percent of black full-time students and 13 percent of Hispanic full-time students worked at least thirty-five hours per week while enrolled, compared with 9 percent of white full-time students.

Students who are classified as independent for financial aid purposes more commonly work for pay while enrolled than students who are classified as financially dependent (69 percent versus 59 percent in 2015–16, according to our analysis of 2016 NPSAS data). Working undergraduates who are independent also average more hours of work per week than working-dependent undergraduates (33.8 versus 22.1). Among working students, nearly three quarters (71 percent) of those who were also single parents with a dependent child worked thirty or more hours per week in 2016, compared with 50 percent of all working students.

3. Working for pay while enrolled is more common at under-resourced institutions.

The rate of employment and the rate of working more than twenty hours per week are higher among full-time students attending two-year institutions than among those attending four-year institutions. In 2017, 50 percent of full-time students at two-year institutions worked, and 72 percent of these working students worked more than twenty hours per week, according to the US Department of Education . By comparison, 41 percent of full-time students at four-year institutions worked; 60 percent of these students worked at least twenty hours per week.

Two-year institutions, as well as for-profit and less selective four-year institutions , enroll higher shares of students from low-income families. The Center for Community College Student Engagement reported that nearly half (46 percent) of Pell Grant recipients attending public two-year colleges in 2017 worked more than twenty hours per week.

4. Working while enrolled can be harmful to student outcomes.

Working can have costs, as time spent working reduces time available for educational activities. Research has shown that working more than twenty hours per week is associated with lower grades and retention rates. Studies also show that working may slow the rate of credit-hour accumulation, encourage part-time rather than full-time enrollment, and reduce the likelihood of completing a bachelor’s degree within six years. These outcomes lengthen the time to degree, which can increase opportunity and other college costs. Reducing enrollment to less than half time reduces eligibility for federal Pell Grants and other aid. And the need to allocate time to paid employment may create stress, especially for students who are also parents or other caregivers. A disproportionate share of single parents enrolled in college are black and American Indian women.

5. Students from low-income families and other underserved groups are less likely to have jobs that advance career-related knowledge and skills.

While any employment may improve conscientiousness, teamwork, and other occupational skills, not all jobs will advance career-related knowledge and skills . About a quarter (26 percent) of working students under the age of thirty held a job in the food and personal services industries in 2012, according to data in Learning While Earning , a report from Georgetown University’s Center on Education and the Workforce; only 6 percent held managerial positions. In addition to working more hours on average than their higher-income peers, students from lower-income families are also less likely to have paid internships or other positions related to their career goals.

In a 2016 study , Judith Scott-Clayton and Veronica Minaya of Columbia University found that students with on-campus work locations and major- or career-related positions had higher rates of bachelor’s degree completion than students with other employment. Yet students from lower-income families and other underserved groups are less likely to hold on-campus and major-related jobs.           

Ensuring that Work “Works”

Higher rates and intensity of employment among students from underserved backgrounds and those attending under-resourced institutions suggest that employment during college is serving to reinforce inequity in higher education opportunity, experiences, and outcomes. Changes in public policy and institutional practice are needed if higher education is to address these inequities. These efforts should focus on reducing the financial need to work and on minimizing the harm, while maximizing the benefits, of work.

Reducing the Need to Work

Even with current levels of employment, many students are struggling to make ends meet. In the 2015 National Survey of Student Engagement , most seniors at four-year institutions (63 percent) reported being “worried about having enough money” and half (48 percent) reported that they “did not participate in [unspecified] activities due to lack of money.” Reports of financial stress were more common among first-generation, black, and Hispanic students and among students over the age of twenty-four. More than a third (38 percent) of Pell Grant recipients at community colleges who worked more than twenty hours per week reported “running out of money” at least six times in a year, even though 46 percent worked more than twenty hours per week, according to the Center for Community College Student Engagement ; only 22 percent reported having access to cash, credit, or other sources of funds for an “unexpected need.”

The following strategies may help to reduce students’ financial need to work more than twenty hours per week, while still ensuring that they have the financial resources needed to enroll, engage, and persist to degree completion.

1. Reduce unmet financial need.

Federal, state, and local public policy makers can reduce unmet financial need by appropriating more resources to institutions, which can then be used to keep tuition low, and allocate more need-based grant aid. Institutional leaders can reduce unmet financial need by maximizing the availability of need-based grant aid, limiting merit-based grant aid, and controlling costs. Offering additional need-based aid to low-income students has been shown to reduce employment rates and number of hours worked and increase the likelihood of on-time degree completion .

2. Do not penalize students who work for pay in financial aid calculations .

Students should work to cover their own contribution to the Expected Family Contribution, as well as unanticipated costs that arise while enrolled. Student earnings from work should not be viewed as a way to cover costs that are omitted from an institution’s official cost of attendance or for covering unmet need. Working should provide a mechanism for paying unanticipated costs without influencing the availability of resources to pay the costs needed to stay enrolled.

3. Help students make individually appropriate decisions about federal loans and work.

Whether because of risk or loan aversion or because of incomplete or inaccurate information, some students do not use federal loans. Higher rates of loan aversion have been observed among men and Hispanic students . K–12 and higher education counselors and administrators should educate students, especially those from underserved groups, about the costs and benefits of paid employment and different types of loans and discuss how working more than twenty hours per week may increase time to degree, reduce the likelihood of completion, and result in other costs.

4. Ensure that students apply for and receive the need-based grant aid for which they are eligible.

Not all students who are eligible for need-based aid apply for and receive the aid. In 2011–12, in part because of a lack of clear information, approximately 20 percent of all undergraduates , and 16 percent of those with incomes below $30,000 , did not file a Free Application for Federal Student Aid (FAFSA), a condition for receiving most federal and state need-based aid. The Institute for College Access and Success reports FAFSA verification may also limit aid receipt and enrollment, especially for low-income students.

Minimizing Harm, Maximizing Benefits

Colleges and universities should also act to minimize the harm and maximize the benefits of working. The following strategies may help.

1. Increase the availability of on-campus and major-related employment.

Institutions should identify on-campus employment opportunities for students that are related to their major field and provide opportunities to build career-related knowledge and skills. Descriptive analyses suggest that academic outcomes are better for students who are employed on campus rather than off campus.

2. Ensure that high-quality academic and other supports are available to working students.

Creating an institutional environment that promotes success for working students requires a campus-wide effort. Observers have recommended that institutions support working students by offering courses in the evenings, on weekends, and online; making available future course schedules; offering access to academic advising, office hours, and other support services at night and on weekends; offering online course registration and virtual academic advising; providing child-care options; and designating space for working students to study. Institutions may also connect employment and educational experiences through career counseling and occupational placement.

3. Recognize differences in employment-related needs and experiences.

Institutions should also recognize differences in the supports needed by different groups of working students, as, for example, the experiences, needs, and goals of working adult part-time students are different from those of working full-time students who are still dependents. The Learning While Earning report recommends that institutions develop collaborations with area employers in order to provide adult working students with “convenient learning options; child care; affordable transportation options; employment partnership agreements; access to healthcare insurance; paid sick, maternity, and paternity leave; financial literacy and wealth building information and retirement and investment options; and tuition assistance.”

Colleges and universities, especially those that enroll high shares of working adults, should also consider mechanisms for awarding credit for work and other prior experiences. These mechanisms include the College Board’s College-Level Examination Program and the American Council on Education’s College Credit Recommendation Service.

Employment during college too often contributes to inequity in higher education opportunity, experiences, and outcomes. More can and should be done to ensure that all students—especially students who must work for pay while enrolled—can fully engage in the academic experience, realize the potential benefits of working, and make timely progress to degree completion.

Laura W. Perna is GSE Centennial Presidential Professor of Education and executive director of the  Alliance for Higher Education and Democracy (AHEAD)  at the University of Pennsylvania. Her recent publications include Improving Research-Based Knowledge of College Promise Programs (2019, with Edward Smith) and Taking It to the Streets: The Role of Scholarship in Advocacy and Advocacy in Scholarship  (2018) . Her email address is [email protected] . Taylor K. Odle is a PhD student in higher education in Penn’s Graduate School of Education and an AM candidate in statistics at the Wharton School. He was previously assistant director for fiscal policy and research at the Tennessee Higher Education Commission. His email address is [email protected] .

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