Graduation Date

Summer 2019

Document Type



Master of Arts degree with a major in Education

Committee Chair Name

Eric Van Duzer

Committee Chair Affiliation

HSU Faculty or Staff

Second Committee Member Name

Ramona Bell

Second Committee Member Affiliation

HSU Faculty or Staff

Third Committee Member Name

Loren Collins

Third Committee Member Affiliation

HSU Faculty or Staff

Subject Categories



ABSTRACT WORKING TOWARD GRADUATION: HOW WORKING AN ON-CAMPUS, PARTTIME JOB CAN IMPROVE RETENTION RATES AMONG RACIALLY MINORITIZED STUDENTS PURSUING A BACHELOR’S DEGREE. Shannon R. Berge Abstract: Having a part-time job is a necessary part of everyday college life for many college students. It is possible that holding an on-campus part-time job can have a positive effect on student retention, especially for racially minoritized students. This research investigates if there is a correlation between persistence to graduation and on campus part-time employment for racially minoritized (RM) students. In order to conduct this research, an on-line survey was used to gather qualitative data from a random sampling of two-thousand full-time, undergraduate students from a small, rural state university in Northern California. Students who took the survey reported on employment status, how their on- or off-campus job affected their sense of community, self-reliance, and sense of self. Additionally, in order to gain a better understanding of current academic advising practices in regards to assisting students in balancing education and employment, four professional academic advisors were interviewed on their approach to advising students regarding working while in college. They asked what benefits, if any, they have seen students derive from working on-campus, and under what conditions an advisor might suggest to a student that they refrain from working. This information regarding how on-campus, part-time jobs might affect retention could assist advisors and campus iii policymakers in the effort to increase retention rates among racially minoritized students at 4-year universities.

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