We explored how employed university students experience their relationships with their work colleagues and with non-employed students. Two research questions (RQs) were considered: RQ1: What experiences and conditions do employed students identify as contributing to a sense that they are a distinct and separate group from (1) their work colleagues and (2) non-employed students? RQ2: What experiences and conditions do employed students feel facilitate and/or inhibit their social adaptation and integration at work and university? We interviewed 21 part-time employed students in England, and analyzed the transcripts using reflexive thematic analysis. We adopted a deductive approach, using the Social Identity Approach as a theoretical framework. In relation to work colleagues, employed students identified a lack of empathy, being looked down upon, and experiencing hostility at the workplace as making them feel distinct from their work colleagues. In relation to non-employed students, employed students identified differences in experiences and values as increasing intergroup differentiation, which then resulted in feelings of not fitting in at university or social exclusion. Identified conditions, which supported social integration in the workplace, were working with colleagues who held positive attitudes toward students, experiencing similar workplace circumstances and a sense of common fate. Employed students felt socially integrated when non-workers had positive regard for them or by discussing their employment with other employed students.

中文翻译：

---

就业学生与非就业学生和非学生工作同事的关系：身份暗示

我们探讨了就业大学生如何体验与工作同事和非就业学生的关系。考虑了两个研究问题 (RQ)： RQ1：就业学生认为哪些经历和条件有助于使他们产生一种与 (1) 工作同事和 (2) 非就业学生截然不同且独立的群体的感觉？RQ2：在职学生有哪些经历和条件会促进和/或阻碍他们在工作和大学中的社会适应和融入？我们在英格兰采访了 21 名兼职学生，并使用反思性主题分析对成绩单进行了分析。我们采用演绎方法，使用社会认同方法作为理论框架。关于工作同事，就业学生发现缺乏同理心，被看不起，并在工作场所经历敌意，使他们感觉与工作同事不同。对于非就业学生，就业学生认为经验和价值观的差异会增加群体间的差异，从而导致不适应大学或社会排斥的感觉。支持工作场所社会融合的已确定条件是与对学生持积极态度的同事一起工作，经历类似的工作环境和共同的命运感。当非工作人员对他们给予积极的关注或与其他就业学生讨论他们的就业时，就业学生会感到融入社会。受雇的学生将经验和价值观的差异视为群体间差异的增加，从而导致不适应大学或社会排斥的感觉。支持工作场所社会融合的已确定条件是与对学生持积极态度的同事一起工作，经历类似的工作环境和共同的命运感。当非工作人员对他们给予积极的关注或与其他就业学生讨论他们的就业时，就业学生会感到融入社会。受雇的学生将经验和价值观的差异视为群体间差异的增加，从而导致不适应大学或社会排斥的感觉。支持工作场所社会融合的已确定条件是与对学生持积极态度的同事一起工作，经历类似的工作环境和共同的命运感。当非工作人员对他们给予积极的关注或与其他就业学生讨论他们的就业时，就业学生会感到融入社会。与对学生持积极态度的同事一起工作，经历类似的工作环境和共同的命运感。当非工作人员对他们给予积极的关注或与其他就业学生讨论他们的就业时，就业学生会感到融入社会。与对学生持积极态度的同事一起工作，经历类似的工作环境和共同的命运感。当非工作人员对他们给予积极的关注或与其他就业学生讨论他们的就业时，就业学生会感到融入社会。