Research Blog #8
Case
Because commuter students tend to be from lower to middle class backgrounds, are usually first-generation college students, and are usually less affluent than their residential counterparts I plan on using Elizabeth Armstrong and Laura Hamilton's book Paying for the Party to make a real world representation of my frame. While, Armstrong and Hamilton's book does not expressly use commuter students in their study, they do use residential students who share many of the same qualities. They use students who work part time jobs, are poorer than the normal resident student, and find themselves with fewer opportunities to take advantage of all of their university's resources. As a result these students are usually socially isolated from their dorm mates. These issues are all similar to the ones that commuter students face. One of the examples I plan on using in the book is of Amanda. Due to her status as a less affluent student she found it hard to find a common connection with her floormates. As a result, "Amanda's social network consisted almost entirely of friend make (at her job) many whom did no attend college" (A&H 160).
This example of a feeling of social isolation for students and their struggles with getting engaged on campus applies to any student that tends to be less affluent than the average residential student. Since a large portion of commuter students tend to be from lower socioeconomic backgrounds they tend to suffer from the same problems that Amanda has gone through.
Because commuter students tend to be from lower to middle class backgrounds, are usually first-generation college students, and are usually less affluent than their residential counterparts I plan on using Elizabeth Armstrong and Laura Hamilton's book Paying for the Party to make a real world representation of my frame. While, Armstrong and Hamilton's book does not expressly use commuter students in their study, they do use residential students who share many of the same qualities. They use students who work part time jobs, are poorer than the normal resident student, and find themselves with fewer opportunities to take advantage of all of their university's resources. As a result these students are usually socially isolated from their dorm mates. These issues are all similar to the ones that commuter students face. One of the examples I plan on using in the book is of Amanda. Due to her status as a less affluent student she found it hard to find a common connection with her floormates. As a result, "Amanda's social network consisted almost entirely of friend make (at her job) many whom did no attend college" (A&H 160).
This example of a feeling of social isolation for students and their struggles with getting engaged on campus applies to any student that tends to be less affluent than the average residential student. Since a large portion of commuter students tend to be from lower socioeconomic backgrounds they tend to suffer from the same problems that Amanda has gone through.
So good to see that someone is so far along with the blogs. You are a model student.
ReplyDeleteWhile A+H might be useful to you, I think you'd benefit from discussing a commuter experience more specifically. I was intrigued by the mention in your presentation of a commuter blog, and I think looking at a few blogs of commuter students might be a very interesting way to go. A couple I found with a quick search:
https://thecommuterstudent.wordpress.com/
https://collegecandy.com/2010/10/15/my-life-as-a-commuter-student/
https://www.hercampus.com/life/campus-life/confessions-college-commuter
Another possible case could be to examine a program (or programs) designed to help commuter students integrate more fully into campus life. I think you mentioned that in your presentation too.