Research Blog #4

Christopher Rabeony

Professor Goeller

Research in the Disciplines: College!

October 20, 2017

Research Proposal

Working Title: The Academic and Psychological effects of Commuting Students.

Topic:

            This paper will discuss the effects of commuting has on college students. I will explore how student’s academic progress and psychological states compare to students who live on campus. By researching the trends in students’ GPA as well as their satisfaction with their living conditions in accordance with their college, I can determine the key differences between commuting students and those that dorm. Once my research is completed, I can identify both the benefits and drawbacks of both living conditions and come to a conclusion on which is more beneficial to college students.

Research Question:
            Does a student’s living situation determine their academic and psychological success in college? Do students who live on campus benefit more than those that commute to school? Are students who live on campus happier or more satisfied with their relationship with the university than those that commute to school? What factors determine all of this?

Theoretical Frame:

            Through research, there are several factors that contribute to a student’s GPA and psychological state in regards to their respective university. A student’s residential situation is a major factor that can create variables in each student’s college career. In “The Disengaged Commuter Student: Fact or Fiction?” authors, George Kuh, Robert Goneya, and Megan Palmer have researched how students who commute to campus are less likely to be as socially and academically engaged as students who live on campus. Students who live far from campus find it more difficult to take advantage of academic resources. This is because commuter students may have constraints on their time due to work, family responsibilities, and travel. As a result commuters spend less time on campus than those that dorm. Author Vincent Tinto researches in his article, “Take Student Retention Seriously: Rethinking the First Year of College,” the lives of first-year college students and their daily lifestyle as a college student. These students have to deal with a number of responsibilities outside of academics, such as part time work, household tasks, and commuting. This lessens their engagement with their college experience. Tinto came to the conclusion that students who have formed a sense of community with their university added intellectual richness to student experience, which led to academic and social success. For authors Newbold, Mehta, and Forbus’ article, “University Commuter Student: Time Management, Stress Factors and Coping Strategies” reveals the stress and mental fatigue students who commute suffer. They discuss the work-class-life balance that commuters have to deal with and how universities need to be more accommodating to these students. In Elizabeth Armstrong and Laura Hamilton’s research, “Paying for the Party: How College Maintains Inequality” the two authors bring forth an even deeper argument. They’re research determined that students who dorm can suffer emotionally as well. More noticeably, lower income students find it hard to become engaged with their school.

            All in these articles have come to the conclusion that found that students that commute are less likely to achieve academic success than their on campus counterparts, and have reported higher levels of stress as well.

Research and Plan:

            The research in “The Disengaged Commuter Student: Fact or Fiction?” by Kuh, Gonyea, and Palmer discusses how students who commute have a much more difficult time getting engaged with the academic resources than what students have. This can lead to students who live on campus have better grades than those that commute. In Tinto’s article, “Take Students Retention Seriously” he details the obstacles that students have to encounter when commuting to campus, especially when living at home. Outside factors taking the time away from student lead them to having their time divided. Newbold, Mehta, and Forbus’s work also detail the mental and academic issues as a consequence of commuting in their works, “University Commuter Student: Time Management” and “Commuter Students: Involvement and Identification” respectively. I plan on using these works as well as the others listed earlier to identify the differences that commuting students and those that live on campus have on their academic and social lives. By identifying these factors I can determine that students that live on campus generally find more success than those that commute.

            Bringing in a different perspective, I will also research how students who live on campus can face their own problems. In Elizabeth Armstrong and Laura Hamilton’s research, “Paying for the Party: How College Maintains Inequality” the experiences of several students show that in certain social situations, students can feel heavily isolated on campus. Students who find themselves as reserved or lacking in resources compared to their peers in residence halls can feel lonely, and represents the negative aspects of living on campus. The two authors have highlighted how less affluent students are indirectly marginalized on campus. They are forced to work part-time jobs to afford living expenses. As a result they have a harder time managing their time to study and socially interact with other students.

            

            Working Bibliography:

1.     Tinto, Vincent. “Taking Student Retention Seriously: Rethinking the First Year of College”. Syracuse University. NACADA Journal, 1999. Print

2.     Armstrong, Elizabeth and Laura Hamilton.  Paying for the Party: How College Maintains Inequality. Cambridge, MA: Harvard UP, 2013. Print.

3.     Newbold, Mehta, Forbus. “Commuter Students: Involvement and Identification with an Institution of Higher Education”. Arden, NC: Academy of Educational Leadership. 2011. Print

4.     Newbold, Mehta, Forbus “University Commuter Student: Time Management, Stress Factors, and Coping Strategies”. Arden, NC: Advances in Business Research. 2010 Print.

5.     Kuh, G. D., Gonyea, R. M. and Palmer, M. 2001. “The Disengaged Commuter Student: Fact or Fiction?” Commuter Perspectives 27 no. 1: 2-5.

6.     O'Toole, D., Peterson, S. and Wetzel, “Factors Affecting Student Retention Probabilities: A Case Study.” Journal of Economics and Finance 23. J.N. 1999

7.     "GPA Comparisons." Residence Life, Housing and Dining Services - Missouri State University. Web. 01 May 2017.

8.     Nelson, Danielle, Kaustav Volume Misra, Gail E. Sype, and Wayne Mackie. An Analysis Of The Relationship Between Distance From Campus And GPA Of Commuter Students. Volume 12, Number 1. Web