“An investment in knowledge pays the best interest.” – Benjamin Franklin
There has been limited research on the experiences of traditional-aged students at urban, commuter schools. This particular population is more likely to have higher financial aid needs, and as a result, work more and participate in on-campus activities less.
Often times these students come from economically challenged families, are minorities, first-generation American, or are considered non-traditional students. In turn, they are less likely to know how or apply for financial aid, thus missing out on state and federal opportunities to fund their education.
Instead, turning to working more hours, these students’ grades are impacted. In a study published by the Journal of College Student Retention, a negative correlation between hours worked and students success was found. Since there is a statistically significant relationship between GPA and persistence, students are advised to ideally work no more than than 10-15 hours per week.
By examining the relationship between work and student success, further study is needed on socioeconomic equity and access to higher education. Colleges and universities need to better allocate their resources to serve students who are struggling with finances. And students need to be informed how their choices affect their ability to successfully complete college.