The Working Time-Poor: Time Poverty Implications for Working Students’ Involvement

The Working Time-Poor: Time Poverty Implications for Working Students’ Involvement

Bibliographic Details
Main Author: Mathuews, Katy B.
Language:English
Published: Ohio University / OhioLINK 2018
Subjects:
Higher Education
time poverty
working students
involvement
curricular involvement
co-curricular involvement
Online Access:http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1540829773983031
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spelling ndltd-OhioLink-oai-etd.ohiolink.edu-ohiou15408297739830312021-08-03T07:08:42Z The Working Time-Poor: Time Poverty Implications for Working Students’ Involvement Mathuews, Katy B. Higher Education time poverty working students involvement curricular involvement co-curricular involvement With over 80% of undergraduate students working while enrolled in college (Bennett, McCarty & Carter, 2015; Darolia, 2014), it is important to understand how employment affects the college experience. Understanding working students is particularly salient in the face of popular involvement literature in higher education, which champions investing time and energy in curricular and co-curricular activities (Astin, 1984). Working students may experience time constraints from juggling the responsibilities of student and worker. In this study, Vickery’s (1977) time poverty theory was used to examine how working students experience work-induced time constraints and the related effects on curricular and co-curricular involvement. The findings of the study show that participants considered working while enrolled in college a financial necessity. Their schedules, however, were often challenging with long days and few days off. Work-induced time constraints led to little or no co-curricular involvement and compromised curricular involvement. Additional responsibilities, such as military duty or child care, magnified the effects of working while in college. Participants also often felt a lack of empathy or understanding from their faculty and advisors. Despite the challenge of working while in school, participants considered work a source of skills development, emotional support, and a motivator to stay on top of school responsibilities. Participants experienced negative wellness effects such as stress and inadequate sleep. The findings of compromised involvement and wellness indicate the participants experienced time poverty. To alleviate the effects of time poverty participants engaged in the use of planners, strategic scheduling, and online course options. In response to the findings described above, this study includes participant-informed strategies to influence institutional and governmental policy to support working college students. Governmental policies include reforming financial need calculations, increasing financial support, and employment reform. Institutional policies include reframing student employment as involvement with increased on-campus employment opportunities. Institutional strategies may also include reimagining the curriculum and practicing empathy for working students. These initiatives bolster higher education’s commitment to providing access to all students. 2018 English text Ohio University / OhioLINK http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1540829773983031 http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1540829773983031 unrestricted This thesis or dissertation is protected by copyright: all rights reserved. It may not be copied or redistributed beyond the terms of applicable copyright laws.
collection NDLTD
language English
sources NDLTD
topic Higher Education
time poverty
working students
involvement
curricular involvement
co-curricular involvement
spellingShingle Higher Education
time poverty
working students
involvement
curricular involvement
co-curricular involvement
Mathuews, Katy B.
The Working Time-Poor: Time Poverty Implications for Working Students’ Involvement
author Mathuews, Katy B.
author_facet Mathuews, Katy B.
author_sort Mathuews, Katy B.
title The Working Time-Poor: Time Poverty Implications for Working Students’ Involvement
title_short The Working Time-Poor: Time Poverty Implications for Working Students’ Involvement
title_full The Working Time-Poor: Time Poverty Implications for Working Students’ Involvement
title_fullStr The Working Time-Poor: Time Poverty Implications for Working Students’ Involvement
title_full_unstemmed The Working Time-Poor: Time Poverty Implications for Working Students’ Involvement
title_sort working time-poor: time poverty implications for working students’ involvement
publisher Ohio University / OhioLINK
publishDate 2018
url http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1540829773983031
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