Challenges Of A Working Student

Challenges Of A Working Student

Challenges Of A Working Student

CHALLENGES OF A WORKING STUDENT !1 Case Study Analysis: Challenges of a Working Student This study will focus on obstacles a working student faces concerning the challenges to achieve success academically at the university level. In the case of Miriam, certain obstacles are illustrated to demonstrate her endeavor as she strives to reach her academic goals. The obstacles include the pressures of succeeding academically and working to support her family. More specifically, Miriam has revealed a concern with some major factors which include excelling academically and the limitations concerning proper time management. The Challenges of a Case Study This case study details the challenges of a working student at the university level.

The purpose was to elucidate the different aspects of being a working student. Miriam was a nineteen year old hispanic female. She comes from Central America and her family relocated to the United States five years ago. She is the eldest daughter in a family of seven. She struggles to maintain a 3.0 grade point average.

Mariam is in danger of losing her financial aid eligibility due to poor academic performance. Many aspects of Miriam’s life impact her college performance. These things include: working full time, family responsibilities and her academic performance. This case study was a straight forward research involving face to face interviews with Miriam and interviews with her family and instructors. Before Miriam’s initial interview an evaluation of the available research was reviewed pertaining to this case.

The first interview with Miriam was just over an hour, addressing various topics including her relationship with her parents, the expectations of her family, her academic struggles and the limitations concerning time management and working full time. During the initial interview, Mariam disclosed that she was struggling to maintain a balance between her academic responsibilities and working full time. A few days after the initial interview with Miriam an interview took place with her parents and two of her instructors separately. Miriam’s instructors shared information pertaining to their academic expectations. Miriam’s instructors expressed that she had a lot of potential and they expected her to become an asset to the university.

They revealed that pressure on a low income student can be daunting at times. After meeting with Miriam’s parents and instructors, a follow-up interview took place with Miriam pertaining to her own concerns and expectations, along with an assessment with possible alternatives addressing her situation. Research explains that some students who work full time find it difficult to balance academics and personal responsibilities. Some find themselves inadequately unprepared for academic demands and expectations. Low income students who work full time tend to struggle more academically than students who do not have to work to sustain themselves and their families.

Researches demonstrate that college students who work full time do not do as well academically as non-working students and it may take them longer to graduate (Rishe, 2003). Constraints Surrounding a Case Study A case study is an efficient way to gather important data concerning a need to elucidate certain social aspects. However, case studies also have their limitations. Case studies give way for certain biases and personal opinions to interfere with the case outcome. It is important to keep in mind that each case study focuses on a particular situation or concern therefore making each case different (Cronin, 2014).

The data collection is an important element in a case study. The researcher therefore has the responsibility to provide an honest unbiased assessment. This transparency should be evident to the reader. Although a case study is considered subjective, it is not entirely unfavorable. It’s this subjectivity that makes the case study somewhat vibrant, rich with detail and full of useful data (Marrelli, 2007).

Although researchers state that there is evidence that low income students who work full time have a lower graduation rate than non-working students, the data does not explain whether the act of working full time hurts or helps a student's academic performance. There are several unexplained factors. For example, some students may choose a major that is harder or easier in curricula than other students. They may be admitted to the university with average SAT scores. Students with language disadvantages may perform poorly in academics. However, this does not clarify whether working full time while being a student has a positive or negative effect on academics at the university level (Maarrelli, 2007).

Additional limitations of the case study are in correlation with the data collection. Through an interview with Miriam, certain information may be withheld, such as: the role and influence of her parents. Negative parental influence may not be as easy to address. The student’s cultural traditions and beliefs vary depending on family background. A supportive and healthy family background can be a positive influence. A weak family support system, on the other hand, can be extremely detrimental to the academic success of a college student.

Critical factors in this case are associated with academic performance, time constraints due to working full time, and pressure from family expectations. Miriam disclosed in her interview that she struggles with the undergraduate level academic responsibilities and coursework. Researchers suggest that there was not enough support for students who work full time and who struggle academically. According to the U.S. Department of Education, student advisors should provide additional support to students who work full time to keep them on track and on towards the road to graduation (2014). Researchers suggest that universities should seek to improve the performance of all students to improve graduation rates and time of completion.

Others argue that since the university generates so much money from students who take longer to graduate, they should provide more support to help them maintain their eligibility for financial aid or for athletic participation. It is also important to observe that most of the responsibility for the student’s success in the classroom is their own individual responsibility. The student has to honestly evaluate their priorities and develop self-motivation skills. One of the most important aspects that differentiate working students and non-working students is time availability. Comeaux & Harrison (2011) explain that, working students have hurdles and challenges to overcome to perform at a level which brings them academic success. According to Comeaux & Harrison (2011), working students spend roughly 40 hours a week working full time. Students who do not work full time do not have to spend as much time away from their academic responsibilities.

Unlike working students, they have the opportunity to spend more of their time focusing on homework and studying. According to Gayles & Hu (2011), work-related activities have affected students' academics by requiring a great deal of time from them. Researchers suggest that some students become too concerned with making money and don’t spend enough time on academics, therefore not performing well in school. Although some working students do well academically since it is a requirement for them to pass a certain number of classes to be eligible to participate in sports, they need to develop effective skills to balance both working full time and academics otherwise, one will become more of a priority than the other.

Making their lives much more challenging than students who do not work because they don’t have to worry about paying their way through school. Working full time requires a lot of time away from school thereby creating a constant tug of war. Another contributing factor is the understandable need to participate in social activities (Miller & Kerr, 2002). The student may often feel overwhelmed by school performance and family obligations. This makes it difficult as the student realizes that adequate academic preparation may be lacking in their lives.

Description of the Theoretical Framework of the Case This case utilized Grounded theory method. The emphasis of this method was to collect data and integrate the information into broader areas or categories. The purpose of this method was to search for the correlation between these categories, therefore being able to understand the issues and define a treatment plan. The research that is being presented allows for generalizations that can later be applied to other situations. This allows for a statistical generalization from samples to populations to be explored as a basis for a grounded theory (Mejia, 2010).

The pressure for student academic success is not lost on the fact that college education is big business (Whirly, 2003). In the case of the National Collegiate Athletic Association's academic progress requirements for student athletes, it has become tougher and more challenging for a student athlete to stay eligible (Wolverton, 2008). As the interview with Miriam’s instructors revealed, their expectations of Miriam's success depends on her abilities. According to Watt & Moore (2001), it becomes problematic for working students to find an efficient way to balance academics and full-time employment. Parents tend to put a large amount of pressure on students to help with familial responsibilities. With this added pressure, students become less focused on academics and more focused on living up to their parents’ expectations (Watt & Moore, 2001). A working student that has the burden of worrying about expectations will not be able to focus on academics. Not only will they not be able to focus, but they may also spend more time working to meet the parents' expectations, which will also take time away from academic performance.

Initial Needs Assessment A needs assessment is a way to find gaps among current and the desired condition of a situation. Case studies are important to move along the development and implementation of performance interventions (Marrelli, 2007). In the current case, further research and analysis should take place. In this case study, the two major issues that were addressed were working students and the ability to complete post-secondary academic courses with success and the other critical issue was time management. There are several other factors that may contribute to a working student's success in the college milieu. These areas may include issues associated with family background, socioeconomic conditions, the student’s lifestyle, and motivation. Although critical issues were explored, these factors in a combination with other factors may contribute to the reasons for a working student to fall short of their goals.

In conclusion, working students face many challenges, the point is to identify and comprehend why these challenges are critical to an individual’s success. This case illustrates critical issues that need to be addressed for future working students to succeed.

Sample Paper For Above instruction

The challenges faced by working students in higher education are multifaceted and complex, affecting their academic performance, emotional well-being, family responsibilities, and future prospects. As the case of Miriam exemplifies, balancing full-time employment with academic requirements poses significant barriers to success. This paper explores these challenges through a comprehensive analysis of existing research, theoretical frameworks, and real-world case studies.

Introduction

Higher education institutions are increasingly relying on students who work full-time to finance their studies, especially among low-income populations. While employment provides essential financial support, it often creates additional burdens that hinder academic success. Miriam’s case demonstrates how time constraints, family responsibilities, and financial pressures synergistically impact a student's ability to thrive academically. Understanding these challenges is crucial for developing effective support systems within universities to promote student retention and graduation.

Academic and Time Management Challenges

Research suggests that full-time working students typically experience lower academic performance and longer completion times (Rishe, 2003). Miriam’s difficulty in maintaining a 3.0 GPA underscores these findings. Time management becomes a critical issue, as working roughly 40 hours per week leaves limited time for study, coursework, and extracurricular activities (Comeaux & Harrison, 2011). Effective time management skills are essential for working students; however, stress, fatigue, and competing priorities often undermine their capacity to prioritize academics effectively (Gayles & Hu, 2009).

Family Responsibilities and Cultural Expectations

Additionally, family responsibilities and cultural expectations further complicate students' ability to focus on academics. Miriam, as the eldest daughter from a Hispanic family, faces the cultural expectation to support her family financially and emotionally. Such responsibilities can divert attention away from educational pursuits and increase emotional stress (Miller & Kerr, 2002). Parental pressure, especially in low-income households, intensifies this burden, leading to decreased academic engagement (Watt & Moore, 2001). Support systems tend to vary across cultural backgrounds, influencing academic outcomes significantly.

Financial Constraints and Aid Eligibility

Financial challenges remain a prominent barrier for working students. Miriam’s risk of losing financial aid due to poor academic performance illustrates the high stakes involved. Financial instability often compels students to work more hours, further restricting time available for studying (Rishe, 2003). Universities are encouraged to provide tailored financial aid programs and academic support services that recognize the unique needs of working students, particularly those from low-income backgrounds.

Theoretical Frameworks and Research Models

Grounded theory serves as an effective methodology for understanding the interconnected factors influencing working students’ success. It allows researchers to categorize and analyze data to identify patterns and develop support strategies (Mejia, 2010). Studies on student-athletes and working students reinforce that balancing multiple roles necessitates targeted interventions. According to Watt & Moore (2001), parental influence and personal motivation are critical components affecting academic persistence and achievement.

Institutional Support and Policy Recommendations

Given the challenges outlined, higher education institutions must implement evidence-based policies aimed at supporting working students. These include flexible scheduling, academic advising tailored to part-time schedules, and mentoring programs (Wolverton, 2008). Additionally, targeted financial aid, scholarships, and workshops on time management can empower students to better balance their academic and employment responsibilities. The university’s role extends beyond instruction to encompass promoting resilience and motivation among students facing socioeconomic hardships.

Conclusion

In conclusion, the case of Miriam exemplifies the layered challenges faced by working students. Addressing these difficulties requires a holistic approach that combines academic support, financial assistance, cultural sensitivity, and institutional policy reforms. Recognizing the diversity of student experiences and the multiple barriers to success can foster more inclusive and effective educational environments, ultimately improving graduation rates and student well-being.

References

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• Cronin, C. (2014). Using case study research as a rigorous form of inquiry. Nurse Researcher, 21(5), 19-27.
• Gayles, J., & Hu, S. (2009). The influence of student engagement and sport participation on college outcomes among division I student athletes. The Journal of Higher Education, 80(3), 285–308.
• Miller, P. S., & Kerr, G. (2002). The athletic, academic and social experiences of intercollegiate student-athletes. Journal of Sport Behavior, 25(4), 414–429.
• Marrelli, A. F. (2007). Collecting data through case studies. Performance Improvement, 46(7), 39-44.
• Mejia, A. (2010). The general in the particular. Journal of Philosophy of Education, 44(1), 93–107.
• Rishe, P. (2003). A reexamination of how athletic success impacts graduation rates: Comparing student-athletes to all other undergraduates. American Journal of Economics & Sociology, 62(2), 383–394.
• Watt, S., & Moore, J. (2001). Who are student athletes? New Directions for Student Services, 93, 7–18.
• Wolverton, B. (2008). Spending plenty so athletes can make the grade. Chronicle of Higher Education, 55(2), A1–A2.
• Whirly, R. (2003). A jock and a hard place. Indianapolis Monthly, 27(4), 50-58.