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Undergraduate Student Employment: Which Students Work, Where, and How Does Working While Enrolled Predict Future Employment Outcomes?
Undergraduate Student Employment: Which Students Work, Where, and How Does Working While Enrolled Predict Future Employment Outcomes?
상세정보
- 자료유형
- 학위논문 서양
- 최종처리일시
- 20260311091534.5
- ISBN
- 9798270231866
- DDC
- 519.5
- 저자명
- Fowlkes, Anthony
- 서명/저자
- Undergraduate Student Employment: Which Students Work, Where, and How Does Working While Enrolled Predict Future Employment Outcomes? / Anthony Fowlkes
- 발행사항
- [Sl] : The University of Texas at Austin, 2025
- 형태사항
- 1 electronic resource (118 pages)
- 주기사항
- Source: Dissertations Abstracts International, Volume: 87-06, Section: A.
- 주기사항
- Advisors: Schudde, Lauren Committee members: Alvarado, Cassandre; Giani, Matthew; Sáenz, Victor .
- 학위논문주기
- - Ph.D. : The University of Texas at Austin, 2025.
- 초록/해제
- 요약This study investigates undergraduate student employment, particularly on-campus employment, and its relationship with post-college employment outcomes. As student employment becomes increasingly common, understanding how working during college influences academic and career trajectories is critical for higher education policy and practice. Drawing on data from the nationally representative Beginning Postsecondary Students Longitudinal Study (BPS 12/17), this research addresses two central questions: Which student characteristics predict whether and how much a student works during the latter half of college? How do college employment experiences relate to employment status and salary six years after college entry? To answer these questions, the study employed a series of linear regression models on students who began at four-year institutions and persisted through their third year. The first set of models examined how pre-college academic performance, demographic characteristics, and college experiences predicted both the likelihood of engaging in student employment and the number of hours worked during a student's third year in college. Results showed that, while pre-college factors (e.g. SAT scores, high school GPA, etc.) were generally not significant predictors of employment status, demographic factors-including gender, race, and first-generation status-were significantly associated with both employment likelihood and intensity. Notably, first-generation students consistently worked more hours, regardless of whether they were employed on or off campus. The second set of models explored the relationship between college employment and post-college outcomes. This analysis revealed working while enrolled significantly increased a student's chance of being employed post college. However, neither employment intensity nor location significantly predicted employment status or salary six years after college entry. These findings suggest that student employment may influence post-college outcomes and future researchers should tease out this relationship by exploring different types of student employment. This study contributes to the student employment literature by using recent, nationally representative data, using an inclusive definition of employment, and by disaggregating employment by location and intensity. The findings offer insights for policymakers and practitioners seeking to design student employment programs that prepare students for post-college work.
- 언어주기
- English
- 일반주제명
- Higher education
- 일반주제명
- Education policy
- 일반주제명
- Education finance
- 키워드
- Policymakers
- 기타저자
- The University of Texas at Austin Educational Leadership and Policy
- 기본자료저록
- Dissertations Abstracts International. 87-06A.
- 전자적 위치 및 접속
- 로그인 후 원문을 볼 수 있습니다.
MARC
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■020 ▼a9798270231866
■040 ▼aMiAaPQD▼beng▼cMiAaPQD▼erda
■082 ▼a519.5
■1001 ▼aFowlkes, Anthony▼eauthor.
■24510▼aUndergraduate Student Employment: Which Students Work, Where, and How Does Working While Enrolled Predict Future Employment Outcomes? ▼cAnthony Fowlkes
■260 ▼a[Sl]▼bThe University of Texas at Austin▼c2025
■264 1▼aAnn Arbor▼bProQuest Dissertations & Theses▼c2025
■300 ▼a1 electronic resource (118 pages)
■336 ▼atext▼btxt▼2rdacontent
■337 ▼acomputer▼bc▼2rdamedia
■338 ▼aonline resource▼bcr▼2rdacarrier
■500 ▼aSource: Dissertations Abstracts International, Volume: 87-06, Section: A.
■500 ▼aAdvisors: Schudde, Lauren Committee members: Alvarado, Cassandre; Giani, Matthew; Sáenz, Victor .
■5021 ▼bPh.D.▼cThe University of Texas at Austin▼d2025.
■520 ▼aThis study investigates undergraduate student employment, particularly on-campus employment, and its relationship with post-college employment outcomes. As student employment becomes increasingly common, understanding how working during college influences academic and career trajectories is critical for higher education policy and practice. Drawing on data from the nationally representative Beginning Postsecondary Students Longitudinal Study (BPS 12/17), this research addresses two central questions: Which student characteristics predict whether and how much a student works during the latter half of college? How do college employment experiences relate to employment status and salary six years after college entry? To answer these questions, the study employed a series of linear regression models on students who began at four-year institutions and persisted through their third year. The first set of models examined how pre-college academic performance, demographic characteristics, and college experiences predicted both the likelihood of engaging in student employment and the number of hours worked during a student's third year in college. Results showed that, while pre-college factors (e.g. SAT scores, high school GPA, etc.) were generally not significant predictors of employment status, demographic factors-including gender, race, and first-generation status-were significantly associated with both employment likelihood and intensity. Notably, first-generation students consistently worked more hours, regardless of whether they were employed on or off campus. The second set of models explored the relationship between college employment and post-college outcomes. This analysis revealed working while enrolled significantly increased a student's chance of being employed post college. However, neither employment intensity nor location significantly predicted employment status or salary six years after college entry. These findings suggest that student employment may influence post-college outcomes and future researchers should tease out this relationship by exploring different types of student employment. This study contributes to the student employment literature by using recent, nationally representative data, using an inclusive definition of employment, and by disaggregating employment by location and intensity. The findings offer insights for policymakers and practitioners seeking to design student employment programs that prepare students for post-college work.
■546 ▼aEnglish
■590 ▼aSchool code: 0227
■650 4▼aHigher education
■650 4▼aEducation policy
■650 4▼aEducation finance
■653 ▼aPolicymakers
■653 ▼aEmployment outcomes
■653 ▼aUndergraduate student
■653 ▼aLinear regression models
■7102 ▼aThe University of Texas at Austin▼bEducational Leadership and Policy.▼edegree granting institution.
■7201 ▼aSchudde, Lauren▼edegree supervisor.
■7730 ▼tDissertations Abstracts International▼g87-06A.
■85640▼uhttp://www.riss.kr/pdu/ddodLink.do?id=T17361204▼nKERIS▼z이 자료의 원문은 한국교육학술정보원에서 제공합니다.
