Paycheck with a Purpose: Reimagining On-Campus Employment as a High-Impact Practice

As a higher education professional who works with student employees, I have witnessed how on-campus employment can become an unlikely yet powerful site for belonging. These jobs can become more than a financial necessity for many first-generation, poor, and working-class students. They can offer mentorship, community, professional identity, and a sense of purpose that extends beyond the work shift. And yet, the potential of on-campus employment rarely extends beyond the chance for students to earn money while in school.

What if we reimagined on-campus employment as a means for students to earn a paycheck and obtain holistic support? Based on the recommendations of Stebleton and Ho (2023), what if we saw supervisors as mentors, workplaces as communities of care, and work itself as an invitation to grow and develop, not just professionally but as whole people? What role could student employment play in shaping the experiences of belonging for first-generation college students and poor and working-class students? On-campus jobs can be one of the most meaningful spaces students encounter—if we choose to make them that way.

 

Sense of Belonging, On-Campus Employment, and High-Impact Practices

Let us begin with an understanding of a sense of belonging. College students’ sense of belonging refers to an individual’s sense of identification or connection with a group or the broader college community, which may evoke an emotional response (Vaccaro & Newman, 2022). However, not all belonging is created equally. Structural inequalities, campus climate, and experiences of marginalization can greatly influence who feels welcome and supported. Research shows that first-generation college students and Students of Color report lower levels of belonging in higher education (Gopalan & Brady, 2020), warranting increased inquiry into the conditions, relationships, and practices that support belonging for these students.

Many students turn to on-campus employment positions to earn money while pursuing their undergraduate degree. On-campus employment refers to the paid positions offered to students at a higher education institution to support the operations, services, and mission, such as roles in the classroom, offices, libraries, residence halls, or campus events. In a 2025 report from the Student Experience at the Research University (SERU) Survey, researchers found “students from low-income and working-class backgrounds [were] more likely to be employed and working more hours on campus, possibly reflecting financial needs” (Chirikov et al., 2025). Compared to 61% of continuing-generation college students, 66% of first-generation college students were employed during their higher education experience (RTI International, 2019). This difference in employment status underscores the transformative power of on-campus employment in influencing a student’s connection to the institution, especially for historically marginalized students who more often work while in college.

While not formally recognized as a high-impact practice by the American Association of Colleges and Universities, on-campus student employment undoubtedly meets the established criteria. Kuh (2008) introduced the concept of high-impact practices–educational experiences that research has shown to positively impact student success. Engagement in high-impact practices such as learning communities, undergraduate research, and study-abroad opportunities can foster a deeper connection to campus (Kirby & Thomas, 2021). Kuh and O’Donnell (2013) outline the characteristics of opportunities that make these practices so impactful, including “performance expectations set at appropriately high levels, a significant investment of time and effort by students over an extended period of time, interactions with peers and faculty about substantive matters, experiences with diversity, frequent feedback, period opportunities to reflect and integrate learning, opportunities to discover the relevance of learning through real-world applications, and public demonstrations of competence” (p. 8). Each of these criteria can be realized in on-campus employment, as student jobs often require sustained effort, foster collaboration with fellow student employees and supervisors, provide real-world applications of classroom learning, and create opportunities for meaningful feedback.

Moreover, high-impact practices, including on-campus employment, can be powerful sites for a sense of belonging. Participation in high-impact activities, especially those focused on community-building like learning communities or first-year experiences, has increased students’ sense of belonging (Brownell & Swaner, 2010; Kirby & Thomas, 2021). By incorporating the criteria of recognized high-impact practices that have been shown to have a positive relationship with students’ sense of belonging, institutions can transform student jobs into meaningful experiences for skill development and cultivate a deeper connection to campus. 

 

High-Impact On-Campus Employment: A Catalyst for Belonging

Let us examine some characteristics of a high-impact practice through the lens of on-campus employment and a sense of belonging, especially for first-generation students and poor and working-class students. While many of these characteristics are embedded in the structure of on-campus employment, others require more intentionality from institutions and offer implications for student affairs professionals.

 

Setting Performance Expectations

As a current supervisor to student employees, I have had the honor of seeing many students develop as humans and workers, particularly through being allowed to advance their skills in meaningful ways in a supportive environment. Calling on Rendón Linares and Muñoz’s (2011) validation theory, discussing performance goals and pathways for growth with student employees can be an incredibly validating experience. Validation theory is grounded in the invalidation of first-generation and low-income college students’ experiences in higher education, where institutional structures and systems constantly remind them of the forms of capital they lack (Rendón Linares & Muñoz, 2011). By applying validation theory to on-campus employment, we affirm students’ capacities as learners capable of complex and high-level tasks. 

Moreover, Sanford’s (1967) challenge and support model allows on-campus employment to serve as a contained environment to provide appropriate challenge paired with the necessary support. When student staff are allowed to engage in complex work in an environment that validates their efforts, they can develop essential skills and a connection to their work.

 

Student Investment

Students’ tenure in on-campus employment can range from a single semester to their entire college career. These positions offer valuable opportunities for long-term skill development and personal growth, regardless of the duration (Mowreader, 2024). Extended time in a role allows students to set and pursue specific goals, gaining confidence and competence over time (Astin, 1999). For instance, I have worked with students who wanted to build comfort with tools like Canva and develop basic graphic design skills. By assigning them related projects over a semester, they had the chance to practice, receive feedback, and refine their abilities consistently. 

For first-generation, poor, and working-class students, who often face structural barriers to feeling included or confident in higher education, these long-term roles can provide a consistent source of support. Research suggests that affirming environments like these are especially important for students with marginalized identities, who may experience a mismatch in the cultural values they hold compared to those perpetuated in higher education (Rendón Linares & Muñoz, 2011; Strayhorn, 2019; Stephens et al., 2012). Students who find an affirming work environment may be more likely to persist in that role, allowing a longer investment into developing their skills in an on-campus job. 

 

Peer and Faculty Interactions

On-campus employment offers students consistent engagement with supervisors–often professional staff or faculty–which can serve as meaningful relationships that support belonging and success. Gravett and Winstone (2022) emphasized the role of relational pedagogies, where authentic relationships enhance learning. Student employees thrive when supervisors invest in relationship-building. A study at Ohio University found that students attributed their sense of belonging to a strong sense of community among coworkers, supervisors, and student leaders (Cogswell & Barten, 2022). These findings highlight how substantive interactions with fellow staff members and staff and faculty can deepen students' connection to campus and their sense of belonging. Dedicated time should be spent building interpersonal and group dynamics within the workplace, especially to build connections between those who share identities, such as first-generation college students or those from poor and working-class backgrounds.

 

Reflection and Learning Integration

One of the key benefits of on-campus employment is its potential to serve as a reflective space where students explore and develop their vocational identity. These roles can act as a “holding environment,” offering structure and support as students navigate academic, personal, and professional growth. Recently, a few institutional initiatives have surfaced to help guide that structure and support. Mowreader (2025) highlights the Iowa GROW initiative, where students regularly meet with their supervisors to discuss how their campus job connects to their academic and career goals. Similarly, the Work+ Program, launched at Arizona State University, emphasizes the importance of supervisor-student collaboration in reflecting on workplace experiences and aligning them with career aspirations (The Work+ Collective, 2024). These intentional conversations help students process their learning, build confidence, and deepen self-awareness. In the process, they allow student-employee supervisors to become “career influencers” (Stebleton & Ho, 2023). They also help students feel more integrated into the university community, reinforcing a sense of belonging through purposeful work and mentorship.

 

Discovering the Relevance of Learning through Real-World Application

On-campus employment allows students to bridge the gap between academic learning and practical experience, making their education more relevant and impactful (Mowreader, 2025). Students gain a clearer sense of purpose and direction by applying what they learn in class to real tasks and responsibilities. Paynter (2023) conducted a qualitative study with undergraduate students employed at a campus student union and found that opportunities to engage with the broader university community positively impacted students’ sense of belonging. Through their roles, students often see how their contributions lead to tangible improvements or services on campus, giving them a sense of purpose and visibility. Whether through event planning, research support, or service roles, student employees experience firsthand how their efforts matter, fostering a stronger identification with the institution and affirmation that they are valued campus community members.

 

Conclusion

When approached with care and intentionality, on-campus employment can be a powerful site for student development, especially for first-generation and working-class students. Beyond just a paycheck, these roles offer mentorship, skill-building, reflection, and connection opportunities–core elements of a high-impact college experience. By reimagining student employment as a high-impact practice, institutions can cultivate belonging and help students see themselves as valued campus community members. It’s time to move beyond outdated perceptions of on-campus jobs and recognize the transformative potential of student employment. 

 

References

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