Date of Award
Doctor of Education in Educational Leadership
Educational Leadership and Curriculum
First Reader/Committee Chair
Dr. Edna Martinez
Many low-income, first-generation college students have no other choice but to work to help offset the costs associated with earning a college degree (Savoca, 2016). Meanwhile, colleges and universities have the opportunity to leverage on-campus employment as a high-impact practice (McClellan, Creager, & Savoca, 2018). High-impact practices (HIPs) are known to increase retention, persistence, and completion (Kuh, 2008). If structured with intentionality and purpose, on-campus jobs can offer low-income, first-generation college students the opportunity to participate in a HIP, while simultaneously earning an income (McClellan et al., 2018).
The purpose of this intrinsic case study was to explore on-campus employment as a High Impact Practice (HIP) at Intentional Validation University (IVU). IVU is four-year university that serves a disproportionate number of students who are low-income and first-generation. In addition, IVU had an explicit organizational commitment to incorporating HIPs to achieve higher levels of student performance, learning, and development. Data sources included 26 in-depth semi-structured interviews, observations, and document analysis.
In addition to cultural and structural issues related to communication, the findings revealed that there were two contrasting student employment sub-cultures. There was the validating sub-culture that serves as an example from which the larger campus can learn. The opposing sub-culture was one that was invalidating to student employees. The student employee experiences with on-campus employment varied based on their working environment, which was most often influenced by their supervisor. The intentional supervisor created a validating office-environment that elevated the student employment experience to a HIP. Additional benefits of a validating subculture included further engagement with institution and access to and activation of social capital. Based on these findings, recommendations for policy, practice, and future research are advanced.
Salazar, Amanda, "“THE SKILLS YOU’RE DEVELOPING, THEY DON’T GO AWAY”: AN INTRINSIC CASE STUDY EXPLORING ON-CAMPUS STUDENT EMPLOYMENT AS A HIGH IMPACT PRACTICE" (2019). Electronic Theses, Projects, and Dissertations. 892.