The Influence of Work on College Student Development

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Abstract
Randomly selected students at a southeastern, urban university were surveyed by telephone about their involvement in college and their employment experiences. Results indicated that students who worked 30 or more hours per week were less involved with campus activities than students who were not employed or were employed fewer than 30 hours. Students with larger work schedules also stated that they believed their work schedule negatively impacted their academic progress. Students who did not work indicated that they had more frequent interactions with faculty and were more likely to establish an important relationship with faculty. These relationships were evaluated as important in helping the student remain at this college.

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