Author ORCID Identifier

https://orcid.org/0009-0001-7987-9622

Date Available

12-12-2024

Year of Publication

2024

Document Type

Doctoral Dissertation

Degree Name

Doctor of Philosophy (PhD)

College

Education

Department/School/Program

Educational Policy Studies and Eval

Advisor

Dr. Jane Jensen

Abstract

The Federal Work-Study (FWS) program aims to connect low-income college students with paid campus employment and career opportunities. Institutions also benefit, as they are supplied with a federally subsidized workforce to staff essential entry-level jobs. However, this well-intentioned financial aid program is affected by a lack of uniform guidance at a national level. Hard working financial aid professionals, in tandem with other college and university administrators, are empowered to make FWS decisions that afford some students opportunities for advancement and constrain other students from reaching their potential.

The purpose of this study is to learn about the design and implementation of FWS programs in Kentucky from the perspective of financial aid administrators. I conducted a survey of 28 financial aid professionals representing colleges and universities across the state, and follow-up interviews with 15 participants. In these surveys and interviews, I unpack FWS at common junctures for administrative decision-making, such as determination of student FWS eligibility and student job procurement. Administrators set pay rates, the number of hours students may work per week, and the maximum amount of work study funds students can earn in one school year. Administrators also shape the types of job opportunities included in the program; some institutions allow for student promotion and advancement within FWS, while other institutions limit FWS to entry-level work. In the implementation of their FWS programs, financial aid professionals must balance the needs of their students with the needs of the university.

Ultimately, my survey results and interview conversations unveiled a systemic divergence in approach; FWS programs range from entirely student-driven to steered entirely by financial aid. Student autonomy in the process may be an important factor in student buy-in and learning within the employment sphere, but students for whom institutional maneuvering and know-how is not inherent may benefit from a coaching strategy. Institution type and institution location play a significant role in FWS program design. Additionally, I consider the limitations of FWS’s inclusion as a need-based financial aid program and propose alternatives.

Digital Object Identifier (DOI)

https://doi.org/10.13023/etd.2024.451

Download

Share

COinS