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Student employment during the transi...

Bozick, Robert Nicholas.

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Student employment during the transition to college: The role of academic and social integration.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Student employment during the transition to college: The role of academic and social integration./
作者:	Bozick, Robert Nicholas.
面頁冊數:	181 p.
附註:	Advisers: Karl L. Alexander; Stefanie A. Deluca.
Contained By:	Dissertation Abstracts International66-04A.
標題:	Education, Sociology of. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3172551
ISBN:	9780542100574

Student employment during the transition to college: The role of academic and social integration.
Bozick, Robert Nicholas.

Student employment during the transition to college: The role of academic and social integration. - 181 p.

Advisers: Karl L. Alexander; Stefanie A. Deluca.

Thesis (Ph.D.)--The Johns Hopkins University, 2005.

While a large body of research has examined the influence of employment on educational outcomes among high school students, the relationship between schooling and work in the postsecondary years has attracted little attention. This dissertation extends past research by assessing whether employment among first-year college students is linked with earlier experiences in school and in the labor force and by examining whether paid employment during the transition to college has any bearing on subsequent persistence. First, I use the National Education Longitudinal Study of 1988 to examine whether factors associated with labor force participation in adolescence predict employment during the first-year of college. My analysis shows similarities at both stages of schooling: Students who work at moderate levels in high school tend to enroll in college and work once enrolled. Many of the correlates of high school employment also hold in the first year of college. While in high school, working college students were less prepared academically and slightly less engaged than their non-working peers. There is, though, one noteworthy difference: unlike high school employment, which is concentrated among the more affluent, working college students come from families with limited socioeconomic resources.

ISBN: 9780542100574Subjects--Topical Terms:

626654
Education, Sociology of.

Student employment during the transition to college: The role of academic and social integration.
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502 $a Thesis (Ph.D.)--The Johns Hopkins University, 2005.
520 $a While a large body of research has examined the influence of employment on educational outcomes among high school students, the relationship between schooling and work in the postsecondary years has attracted little attention. This dissertation extends past research by assessing whether employment among first-year college students is linked with earlier experiences in school and in the labor force and by examining whether paid employment during the transition to college has any bearing on subsequent persistence. First, I use the National Education Longitudinal Study of 1988 to examine whether factors associated with labor force participation in adolescence predict employment during the first-year of college. My analysis shows similarities at both stages of schooling: Students who work at moderate levels in high school tend to enroll in college and work once enrolled. Many of the correlates of high school employment also hold in the first year of college. While in high school, working college students were less prepared academically and slightly less engaged than their non-working peers. There is, though, one noteworthy difference: unlike high school employment, which is concentrated among the more affluent, working college students come from families with limited socioeconomic resources.
520 $a Next, I analyze the Beginning Postsecondary Student Longitudinal Study of 1996 to assess whether working impedes first-year students' ability to integrate into the academic and social communities of the university, and whether this leads to lower rates of persistence. I find that students who work between 20 and 40 hours a week are at risk for dropping out of school, but this is not explained by reductions in academic or social integration. Students who work off-campus are less likely to remain enrolled, while students who work on-campus are more likely to remain enrolled. This relationship is partly explained by social integration: Students who work on-campus have stronger attachments to the social communities of the university than students who work offcampus. High levels of academic and social integration increase persistence, but do not mitigate the negative effects of high intensity or off-campus work. The implications for understanding school and work in young adulthood are discussed.
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