Working College Students Research Articles

Gender bias in communal leadership: examining servant leadership

Purpose– Theory suggests gender bias in leadership occurs through a cognitive mismatch between thoughts of women and leaders. As leadership incorporates more feminine qualities, gender bias disadvantaging women should be reduced. The purpose of this paper is to present an empirical investigation of that argument by examining gender bias in servant leadership. Predictions made by role congruity theory were investigated with principles from leader categorization theory.Design/methodology/approach– In a survey design, 201 working college students from the Midwest USA were presented with either a female or male leader, each with identical servant leader attributes. Participants reported their expectations for the leader’s future behavior.Findings– Expectations for servant leader behavior were greater for the woman than man leader, and expectations for authoritarian behavior were greater for the man than woman leader. Expectations for servant leader behavior were greater from the woman than man participants, and expectations for authoritarian behavior were greater from the man than woman participants, a difference that was enhanced by men’s hostile sexism.Research limitations/implications– Although limited by the sample of working students, important implications are the importance of using theoretical integration to examine contemporary forms of leadership for changing gender bias, considerations of self-concept in bias and examining perceiver characteristics when investigating gender bias.Practical implications– Awareness of the reduction of gender bias in communal leadership may allow an increase of leadership opportunities for women and leadership attempts by women.Originality/value– This is the first empirical examination of gender bias in communal leadership through theoretical integration.

The Impact of Mass Layoffs on the Educational Investments of Working College Students

The Impact of Mass Layoffs on the Educational Investments of Working College Students

Deliberation with Working College Students Influencing Civic Learning, Opinion Formation and Engagement

This article describes the results from the use of deliberation in the classroom where a majority of students are working. The course included college students from Framingham State University. They discussed the issue of the economic impact of a big-box store. This analysis includes a study of the deliberative polling literature; research of the data on civic learning; an examination of the data comprising net changes in the participants' opinions and gross changes in the participants' opinions; and finally a discussion of the implications for engagement. The results illustrate that the process of deliberation affects changes in attitude items at both the individual and aggregate level.

CARACTERÍSTICAS DO TRABALHO DE ESTUDANTES UNIVERSITÁRIOS ASSOCIADAS AO SEU DESEMPENHO ACADÊMIC0

Embora se saiba da elevada prevalência de estudantes universitários trabalhadores, tem-se ainda evidências limitadas sobre as características do trabalho que influenciam o seu desempenho acadêmico. Assim, este estudo objetiva identificar as características do trabalho associadas ao desempenho acadêmico de universitários trabalhadores. Trata-se de um estudo transversal realizado em 2007/2008 com uma amostra de alunos de graduação de uma universidade pública (n=211). Para estimar a associação entre as variáveis explicativas e o desempenho acadêmico, utilizou-se um modelo de regressão logística múltiplo. Apresentaram associação positiva com o baixo desempenho acadêmico: o sexo masculino; maiores jornada de trabalho e demanda; e baixos controle e apoio social no trabalho. Destacou-se a necessidade de atenção dos alunos e dos docentes na seleção de ambientes de trabalho/estágio potencialmente favoráveis ao melhor desempenho acadêmico.

Book Review of Understanding the Working College Student: New Research and its Implications for Policy and Practice

Book Review of <i>Understanding the Working College Student: New Research and its Implications for Policy and Practice</i>

The decision-making process of workers in using sick time.

The cost of employee absenteeism in the United States is significant in terms of sick pay, overtime costs, replacement personnel compensation, and lost productivity. Little is known about what workers consider when deciding to use sick time. Previous studies have examined work absence from an array of perspectives, including resulting work strain, job satisfaction, and job security, but absenteeism in the workplace has not been examined in terms of decision making. To scrutinize workers' decisions about using sick time, a descriptive pilot study was undertaken with a convenience sample (n = 94) of working college students. The responses to the survey revealed that the majority of the workers (73.4%) used sick time because they were too ill to work. These results are in direct opposition to previous research and suggest that workers may need education about preventing and managing minor illnesses before an absence is needed. Supporting and engaging employees and their significant others in healthy worker programs, regular surveillance examinations, and illness prevention strategies are wise investments in companies' financial futures. Future research should include a comparative study of worker absenteeism between worksites with occupational health nurses and those without nurses.

Exposure to bright light during evening class hours increases sleep quality and mood among working college students

The sleep–wake cycle (SWC) is a biological rhythm influenced by internal and external informations, as environmental and psychological factors and work/study times. Recent studies show that bright light over specific hours of the day might act as SWC synchronizer, reducing working college students’ sleepiness. The aim of this study was to evaluate the effects of exposure to bright light on sleep quality, mood and easiness of sleep and to wake up during evening hours among working college students. The subjects were healthy 21–24 years old young men attending night classes and working during the day. Over three weeks the subjects filled activities protocols, which include four analog visual scales (VAS: sleep quality, mood and easiness to sleep and wake up), wore actigraphs and registered their sleepiness levels three times each night (19:00 h, 20:30 h and 22:00 h) using Karolinska Sleepiness Scale (KSS). At second and third weeks the subjects, divided in two groups, were exposed to bright light (8.000 lux) for 20 min at 19:00 h or 21:00 h in a crossover design. Salivary melatonin samples were collected prior and after exposure. Pearson Correlation tests were performed. Melatonin onset points (20:00 h and 21:30 h) were defined at 4 pg/mL salivary concentrations. After variables relativization, statistical differences were found when comparing the week prior intervention and 19 h intervention week (prior and intervention weeks means, respectively): 7.1/ 7.3 pts for easiness of sleep (r = 0,69; p < 0.01); 3.9/4.5 pts for easiness to wake up (r = 0,66; p < 0.01); 5.7/6.7 pts for sleep quality (r = 0,74; p < 0.01) and 6.1/5.4 pts for mood (r = 0,66; p < 0.01). No differences were found for VAS values over the 21 h exposure week. Despite the sample size and literary evidences on different time and duration of intervention (one hour at least, in the middle of the day), the results of this study point out to a better perception of sleep quality, easiness of sleep and to wake up, and worse perception of mood with reduced exposure and in the evening hours. Support: CNPq (501766/2007-3; 500782/2008-3; 472153/2006-4; 307919/2006-4); CAPES, FAPESP (07/04648-4; 06/59053-2), FAPERJ (E-26/102.965/2012), PIBIC-CNPq.

Work–school conflict and health outcomes: Beneficial resources for working college students.

This study extends prior college student employment research by examining health as an outcome variable. Using 2-wave data from a sample of 216 student workers, this study examined work-school conflict as a predictor of psychological and physical health among working college students. Additionally, 3 resource-providing variables--work-school facilitation, supervisor work-school support, and personal fulfillment at work--were tested for buffering effects in the relation between work-school conflict and health. Results demonstrated that work-school conflict was a significant predictor of psychological health but not physical health. All 3 resource-providing variables ameliorated the negative relation between work-school conflict and psychological health, whereas only personal fulfillment weakened the positive relation between work-school conflict and physical symptoms. These findings suggest the benefits of work-school facilitation, supervisor work-school support, and personal fulfillment in minimizing the detrimental effects of work-school conflict on health outcomes. Theoretical and practical implications for researchers, educational institutions, and organizations are discussed.

Assessment of occupational health and safety hazard exposures among working college students

Adolescents and young adults have higher injury rates than their adult counterparts in similar jobs. This study used the working college student population to assess health and safety hazards in the workplace, characterize related occupational diseases and injuries, and describe worker health/safety activities provided by employers. College students (≥17 years old) were assessed via online surveys about work history, workplace exposure to hazards, occupational diseases/injuries, and workplace health/safety activities. Approximately half (51%) of participants (n = 1,147) were currently employed at the time of the survey or had been employed while enrolled in college. Restaurants (other than fast food) were the most frequently reported work setting. The most reported workplace hazards included noise exposure and contact with hot liquids/surfaces. Twenty percent of working students experienced injury at work; some injuries were severe enough to limit students' normal activities for >3 days (30%) or require medical attention (44%). Men had significantly higher prevalence of injuries (P = 0.05) and near-misses (P < 0.01) at work than women. Injury occurrence was associated with near-misses (AOR = 5.08, P < 0.01) and co-worker injuries (AOR = 3.19, P < 0.01) after gender and age adjustments. Most (77%) received worker safety training and half were given personal protective equipment (PPE) by their employers. Risk reduction from workplace injuries and illnesses among working college students may be achieved by implementing occupational health and safety (OHS) strategies including incorporation of OHS in the college curriculum, promotion of OHS by university/college student health services, and improving awareness of OHS online resources among college students, employers, and educators.

Ethical Dilemmas and Emergent Values Encountered by Working College Students

A large body of pedagogical research exists on developing curricula and ethics training tools to prepare college graduates for entering the workforce. However, many college students are already in the workforce while they attend school. Many of these jobs are entry-level or frontline employee positions in retail or service industries, which can be ripe opportunities for ethical misconduct. However, most research on ethics and employees has focused on upper-level managers and CEOs. Although insightful, ethics scholars contend that there are more low-level employees who face ethical dilemmas on a daily basis. Given the increase of working students and the paucity of research on entry-level job ethics, this study investigates, categorizes, and analyzes ethical dilemmas faced by college students who work while attending school. This article considers ethical decision-making models and corporate ethical values as its conceptual base. A qualitative approach for this study was taken due to the scarcity of research on ethical issues faced by entry-level employees and the call by ethics researchers for qualitative research to explore the complex and psychosocially embedded nature of business ethics. The implications of the emergent ethical issues and values from this study are then discussed for marketing educators.

Linking Theory to Practice: Case Studies for Working College Students ed. by Frances K. Stage &amp; Steven M. Hubbard (review)

Linking Theory to Practice: Case Studies for Working College Students ed. by Frances K. Stage &amp; Steven M. Hubbard (review)

Sleep and organizational citizenship behavior: The mediating role of job satisfaction.

We examine sleep as an important factor beyond the work domain that is relevant to organizational citizenship behavior. In a field study of 87 employees from a variety of organizations, an objective measure of sleep quantity predicted organizational citizenship behavior directed toward organizations but not organizational citizenship behavior directed toward individuals. Additionally, job satisfaction mediated this relationship. In a second field study of 85 working college students, we found that natural variation in daily sleep over the course of a work week predicted daily variance in organizational citizenship behavior directed toward both individuals and organizations, and that job satisfaction mediated these relationships. Based on these findings, we discuss theoretical and practical implications of sleep-deprived employees.

Exposure to bright light during evening class hours increases alertness among working college students

To evaluate the effects of exposure to bright light on sleepiness during evening hours among college students. Twenty-seven healthy college students, all males, with ages ranging from 21 to 24years, working during the day and studying in the evening, participated in this study. During the 3week study, the students wore actigraphs and recorded levels of sleepiness. In a crossover design, on the second and third weeks, the students were exposed to bright light (BL) at either 19:00 or 21:00h. Salivary melatonin samples were collected before and after BL exposure. ANOVA test for repeated measurements were performed. After BL exposure, sleepiness levels were reduced at 20:30 and 22:00h (F=2.2; p<0.05). ANOVA showed statistical differences between time (F=4.84; p=0.04) and between day and time of BL exposure (F=4.24; p=0.05). The results showed effects of melatonin onset at 20:00 and 21:30h and sleepiness levels (F=7.67; p=0.02) and perception of sleepiness and intervention time (F=6.52; p=0.01). Controlled exposure to BL during evening hours increased alertness among college students. The effects of BL on sleepiness varied according to the time of melatonin onset.

Understanding The Working College Student: New Research and Its Implications for Policy and Practice – Edited by Laura W. Perna

Understanding The Working College Student: New Research and Its Implications for Policy and Practice – Edited by Laura W. Perna

The Effects of Work on Leadership Development Among First-Year College Students

A substantial proportion of college students have always worked while pursuing their college degree. However, despite decades of research on working college students, very little consensus has emerged about the effect of work on college student development. This study analyzes Wabash National Study (WNS) data from 2,931 first-year students at 19 institutions to examine the effect of work on leadership skill development. Findings show that, after accounting for the effect of precollege characteristics and college engagement experiences, work can have a substantial positive effect on leadership development. Off-campus employment proved to be particularly influential even though extensive off-campus work simultaneously undercut the effect of peer interaction and cocurricular involvement on leadership. A substantial proportion of college students have always worked while pursuing their college degree. However, despite decades of research on working college students, very little consensus has emerged about the effect of work on college student development. This study analyzes Wabash National Study (WNS) data from 2,931 first-year students at 19 institutions to examine the effect of work on leadership skill development. Findings show that, after accounting for the effect of pre-college characteristics and college engagement experiences, work can have a substantial positive effect on leadership development. Off-campus employment proved to be particularly influential even though extensive off-campus work simultaneously undercut the effect of peer interaction and cocurricular involvement on leadership.

Sleep patterns and sleepiness of working college students

The double journey (work and study) may result or aggravate health problems, including sleep disturbances, as observed in previous studies with high school students. The aim of this study is to analyze the sleep-wake cycle and perceived sleepiness of working college students during weekdays. Twenty-three healthy college male students, 21-24 years old, working during the day and attending classes in the evening, participated in this study. During five consecutive days, the students filled out daily activities logs and wore actigraphs. Mean sleeping time was lower than 6 hours per night. No significant differences were observed in the sleep-wake cycle during the weekdays. The observed lack of changes in the sleepwake cycle of these college students might occur as participants were not on a free schedule, but exposed to social constraints, as was the regular attendance to evening college and day work activities. Sleepiness worsened over the evening school hours. Those results show the burden carried by College students who perform double activities - work and study.

Quality of diet of working college students

Considering the scarcity of studies with young workers and the role of diet in the prevention of chronic diseases, the objective of the study was to assess the quality of diet of working college students. The present study investigated 43 university students, aged between 18 and 25 years old who had systematically being involved in a working activity in the past 6 months, paid or unpaid, at least 6 hours daily, five days a week. Dietary intake measured by seven dietary records covering every day of the week was used to calculate the Brazilian Healthy Eating Index Revised (B-HEIR). It was observed a low B-HEIR score (53.43,±7.81) indicating a risk of a poor quality of diet, with high intake of sodium and sugar and low consumption of fruits and whole grains. This poor quality of diet can result in an inadequate nutritional status that may increase the risk of obesity and chronic diseases.

Sleep length, working hours and socio-demographic variables are associated with time attending evening classes among working college students

It is the aim of the present study to assess factors associated with time spent in class among working college students. Eighty-two working students from 21 to 26 years old participated in this study. They were enrolled in an evening course of the University of Sao Paulo, Brazil. Participants answered a questionnaire on living and working conditions. During seven consecutive days, they wore an actigraph, filled out daily activity diaries (including time spent in classes) and the Karolinska Sleepiness Scale every three hours from waking until bedtime. Linear regression analyses were performed in order to assess the variables associated with time spent in classes. The results showed that gender, sleep length, excessive sleepiness, alcoholic beverage consumption (during workdays) and working hours were associated factors with time spent in class. Thus, those who spent less time in class were males, slept longer hours, reported excessive sleepiness on Saturdays, worked longer hours, and reported alcohol consumption. The combined effects of long work hours (>40 h/week) and reduced sleep length may affect lifestyles and academic performance. Future studies should aim to look at adverse health effects induced by reduced sleep duration, even among working students who spent more time attending evening classes.

Understanding the Working College Student: New Research and Its Implications for Policy and Practice (review)

Understanding the Working College Student: New Research and Its Implications for Policy and Practice (review)

Role Conflict, Role Balance and Affect: A Model of Well-being of the Working Student

A conceptual model of the working college students’ well-being was developed and tested. This study extends existing research and investigated the process by which role-balance, role-conflict and affect are associated with a student’s well-being. Data were obtained from a sample of 320 full-time college students (18-23 years old) who had either a full and a part-time paid job. The model was tested using structural equation modeling. Results supported the proposed conceptual model as well as the enrichment and depletion arguments of students’ engagement in multiple roles and their well-being.