Making Them Known: The Lives of Working First-Generation College Students at an Elite University Restricted; Files Only

Abstract

Working during college is becoming an increasingly common phenomenon. As a result, students may experience work-school conflict, characterized as the difficulty of simultaneously balancing work and school responsibilities. This research project examines how first-generation college students (FGCS), who are more likely to be employed than their continuing-generation peers during college, experience and navigate work and its resulting impacts on their mental health. The study draws on oral history interviews with 14 undergraduates at Emory University, an elite, private university in the South, paying close attention to how their lived experiences shape their work-school conflict, in an effort to humanize and cement their stories within institutional memory. Findings reveal that working FGCS place an internal pressure on themselves to become financially independent, alleviating their parents from the burden of support. Work-school conflict, then, becomes a manageable endeavor, even when it severely impedes their academics, social life, and health. Therefore, as the population of FGCS in higher education increases, it is imperative to consistently understand the structural barriers facing these students once they matriculate into the university. Targeted support must be provided through an asset-based framework, where FGCS’ strengths and lived experiences are uplifted and valued.

Table of Contents

Introduction 1

Positionality 3

Research Question 4

Literature Review 4

First Generation College Student Hardship and Campus Integration 4

Cultural Capital and Health-Seeking Behavior 6

Work-School Conflict and Health Outcomes 8

Data and Methods 10

Location 10

Participant Selection 13

Data Collection 13

Sample Characteristics 15

Findings 17

Experiences of Work-School Conflict 17

Consequences of Work-School Conflict 20

Strategies Deployed 24

Familial Guilt 28

Discussion 32

​​Limitations 34

Future Research and Recommendations 34

Conclusion 36

References 38

Appendix 44

Appendix A: Recruitment Flyer 44

Appendix B: Study Eligibility Screening Form 44

Appendix C: Oral History Interview Guide 44

Appendix D: Informed Consent Form 44

Appendix E: Interview Release and Deed of Gift Form 44

Appendix F: Participant Characteristics 45

Appendix G: Recommendations for Emory University 46

About this Honors Thesis

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School	Emory College
Department	Sociology
Degree	B.A.
Submission	Honors Thesis
Language	English
Research Field	Education, Sociology of Sociology, General Education, Higher
Keyword	Stress First-generation college student Work-school conflict Mental health Student worker
Committee Chair / Thesis Advisor	Dr. Karida L. Brown, Emory University
Committee Members	Dr. Chris Suh, Emory University Dr. Heeju Sohn, Emory University Dr. Karen A. Hegtvedt, Emory University

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