Balancing Work and College: Overcoming Career Growth Barriers
Jane Swift, the former governor of Massachusetts and the head of the nonprofit Education at Work, is on a mission to bridge the gap between education and employment for college students. Education at Work partners with companies and higher education institutions to provide college students with job opportunities that align with their career goals.
In a recent move, the Biden Administration called on colleges and universities to allocate at least 15% of their Federal Work-Study Program funds to employ college students as tutors, mentors, and student success coaches in public schools. This initiative aims to accelerate K-12 academic performance following pandemic-era school closures and highlights the critical need to rethink the connection between education and employment.
The Federal Work-Study program provides low- and middle-income college students with part-time work opportunities to help cover their educational costs. However, the current utilization of these funds often falls short in providing students with quality work-based learning experiences that can enhance their early-career prospects.
For college students aspiring to careers in education, public policy, social work, or human services, working in public schools can offer valuable experience while benefiting K-12 students. This type of learn-and-earn program can be a win-win scenario, providing students with hands-on experience and contributing to the education system.
Despite the prevalence of college students working while pursuing their degrees, many undergraduates do not have access to high-quality, career-accelerating opportunities that align with their fields of study. Research shows that working long hours, especially for students from low-income backgrounds, can negatively impact academic performance and increase the risk of dropping out.
While some students from wealthier backgrounds can afford to pursue unpaid internships or part-time jobs related to their majors, financially disadvantaged students often have to work to cover basic living expenses. This disparity in work opportunities can hinder the career advancement of students who need to prioritize financial stability over gaining relevant work experience.
The gap between students’ expectations of work-based learning experiences and the reality they face in college is concerning. While a majority of first-year students anticipate participating in internships, co-ops, or other career-boosting opportunities, less than half report having such experiences by the time they reach their senior year.
First-generation college students, in particular, face challenges in accessing career-boosting opportunities due to the need to work longer hours to support themselves financially. This disparity in work experiences can contribute to lower graduation rates among working learners, especially those from low-income backgrounds.
The Federal Work-Study Program has the potential to address these disparities by providing students with valuable work experiences that can enhance their career prospects. Research has shown that students who participate in the program are more likely to earn a bachelor’s degree and secure employment after graduation.
However, the majority of Federal Work-Study funds currently support on-campus jobs that offer limited career relevance and development. Policymakers and higher education institutions are exploring ways to expand the scope of the program to better align work opportunities with students’ career goals.
In an effort to modernize the Federal Work-Study Program, bipartisan legislation has been introduced to cover residencies for students pursuing careers in education. Additionally, initiatives are underway to increase access to work-based learning opportunities that align more closely with students’ career aspirations.
Forward-thinking institutions like Arizona State University are reimagining on-campus work-study jobs to provide students with hands-on experience in their fields of study. By integrating skills development into work experiences, students can gain career-ready skills while earning a paycheck and working for employers that value education and career growth.
In Virginia, grants have been awarded to colleges and universities to align on-campus work-study jobs with course learning objectives, making them function more like internships. These initiatives aim to provide students with practical, career-relevant experiences that can enhance their employability upon graduation.
Education At Work, a nonprofit organization, offers college students the opportunity to work as customer and back-office support at Fortune 500 companies. Through this program, students can develop career skills, earn a paycheck, and receive tuition assistance, setting them up for success in their future careers.
Technological advances have also opened up new opportunities for students to gain career experience through remote internships and virtual project-based learning platforms. These innovative approaches allow students to explore new careers, develop in-demand skills, and gain valuable experience from the comfort of their own homes.
To bridge the gap between work and learning, higher education institutions must rethink their approach to work-based learning. By providing students with meaningful work experiences that align with their career goals, colleges and universities can empower students to become more competitive in the job market and achieve economic mobility.
In conclusion, balancing work and college is a challenge that many students face, especially those from low-income backgrounds. By reimagining work-based learning opportunities and expanding access to career-relevant experiences, higher education institutions can help students overcome barriers to career growth and achieve success in their chosen fields.
