Navigating Federal Work-Study: How Informational and Structural Barriers Shape First-Year Student Participation

Understanding the complex nature of institutional and student behaviors regarding the federal work-study program (FWS) is critical to bolstering federal and institutional efforts to implement tangible policy interventions and practical improvements to the program. However, there is scant literature about the mechanisms of students’ FWS decision-making processes. To better understand the “why” of students’ decisions and behaviors around the FWS program, this study explores the determinants of imperfect FWS aid take-up among lower-income, first-year college students. Drawing upon multidisciplinary views on students’ work decisions while in college, a survey was developed and administered at a large public four-year university in the Midwest to students who were offered FWS aid (n = 514). The findings shed light on the role of program complexity and structural barriers in accessing the potential benefits of FWS. Students primarily experience cognitive overload while navigating the program and opaque employment processes. They also underscored the need for sufficient time to transition to college before considering any part-time work, including FWS. Overall, students advocate for the timely delivery of accurate information about FWS, a well-structured, guided process for FWS employment, and access to meaningful work opportunities for first-year students.