{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,5,8]],"date-time":"2026-05-08T00:09:35Z","timestamp":1778198975999,"version":"3.51.4"},"reference-count":20,"publisher":"Oxford University Press (OUP)","license":[{"start":{"date-parts":[[2026,4,2]],"date-time":"2026-04-02T00:00:00Z","timestamp":1775088000000},"content-version":"vor","delay-in-days":91,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0\/"}],"funder":[{"name":"College of Agriculture and Life Sciences"}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":[],"published-print":{"date-parts":[[2026,1,8]]},"abstract":"<jats:title>Abstract<\/jats:title>\n                  <jats:p>Student success is shaped by both financial stability and social connectedness, yet little research has examined these dynamics within Animal and Dairy Science programs. This study investigated financial well-being, peer relationships, and academic and career satisfaction among 298 undergraduates in Animal Science (ANS), Dairy Science (DYS), and General Pre-Veterinary (GENPV) at a large land-grant university (33% response rate). A significant GPA difference of 0.45 points was observed between respondents and non-respondents (3.47\u2009\u00b1\u20090.52 vs. 3.02\u2009\u00b1\u20090.84; P\u2009&amp;lt;\u20090.01), suggesting possible non-response bias. Some financial strain was reported: 11% of students frequently worried about basic living costs and 12.5% about academic expenses. First-generation students were more likely to worry about tuition and fees (P\u2009&amp;lt;\u20090.01) and reported less family support for academic (43% vs. 30%; P\u2009&amp;lt;\u20090.01) and living expenses (51% vs. 38%; P\u2009=\u20090.04) than their peers. Transfer students also reported reduced financial support (58% vs. 30% of direct-from-high school; P\u2009&amp;lt;\u20090.01). Social connections were generally strong, yet transfer students were more likely to lack close friendships (16% vs. 8%; P\u2009=\u20090.02) and reported lower satisfaction with peer relationships (14% vs. &amp;lt;5%; P\u2009&amp;lt;\u20090.01). Lack of close peer support was linked to lower GPA (3.23\u2009\u00b1\u20090.66 vs. 3.48\u2009\u00b1\u20090.48; P\u2009=\u20090.05). Academic satisfaction was high overall (&amp;gt;88%), but transfer students reported greater dissatisfaction with intellectual development (10% vs. 3%; P\u2009&amp;lt;\u20090.01) and academic experiences (16% vs. 5%; P\u2009=\u20090.03). Career awareness was also high (&amp;gt;85%), though transfer and students of color reported significantly lower familiarity (P\u2009=\u20090.02 and P\u2009=\u20090.05, respectively). Dissatisfaction with career opportunities was associated with lower GPA (3.38\u2009\u00b1\u20090.51 vs. 3.53\u2009\u00b1\u20090.47; P\u2009&amp;lt;\u20090.01). These findings highlight the disproportionate challenges faced by transfer and first-generation students, whose financial insecurity and weaker peer networks contribute to lower satisfaction and achievement. Addressing these disparities requires targeted support in financial aid, peer integration, and career mentoring to foster equitable student success in agricultural sciences.<\/jats:p>","DOI":"10.1093\/jas\/skag093","type":"journal-article","created":{"date-parts":[[2026,3,26]],"date-time":"2026-03-26T12:47:10Z","timestamp":1774529230000},"source":"Crossref","is-referenced-by-count":0,"title":["Prevalence of financial and social challenges and their associations with major satisfaction in animal and dairy science undergraduates"],"prefix":"10.1093","volume":"104","author":[{"given":"Jennifer M","family":"Bundy","sequence":"first","affiliation":[{"name":"Department of Animal Science, Iowa State University , Ames, IA 50011,","place":["United States"]}],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Dariana","family":"Glasco-Boyd","sequence":"additional","affiliation":[{"name":"Undergraduate Business Career Services, Ivy College of Business, Iowa State University , Ames, IA 50011,","place":["United States"]}],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Justin J","family":"Roberson","sequence":"additional","affiliation":[{"name":"Des Moines Area Community College , Des Moines, IA 50314,","place":["United States"]}],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Howard D","family":"Tyler","sequence":"additional","affiliation":[{"name":"Department of Animal Science, Iowa State University , Ames, IA 50011,","place":["United States"]}],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Jessica","family":"Wikstrom","sequence":"additional","affiliation":[{"name":"Office of Academic Innovation and Student Success, College of Agriculture and Life Sciences, Iowa State University , Ames, IA 50011,","place":["United States"]}],"role":[{"role":"author","vocabulary":"crossref"}]}],"member":"286","published-online":{"date-parts":[[2026,4,1]]},"reference":[{"key":"2026050719112629300_skag093-B1","doi-asserted-by":"publisher","first-page":"539","DOI":"10.1177\/1521025119854688","article-title":"How relevant is grit? The importance of social capital in first-generation college students\u2019 academic success","volume":"23","author":"Almeida","year":"2021","journal-title":"J Coll Stud Ret"},{"key":"2026050719112629300_skag093-B2","doi-asserted-by":"publisher","first-page":"269","DOI":"10.1111\/1464-0597.00092","article-title":"Social cognitive theory in cultural context","volume":"51","author":"Bandura","year":"2002","journal-title":"Appl Psychol"},{"key":"2026050719112629300_skag093-B3","doi-asserted-by":"publisher","first-page":"847","DOI":"10.1080\/10668926.2020.1798302","article-title":"Social support and transfer student capital: a pathway to successful adjustment","volume":"45","author":"Cepeda","year":"2021","journal-title":"Community Coll J Res Pract"},{"key":"2026050719112629300_skag093-B4","first-page":"66","article-title":"Predictors of academic achievement and retention among college freshmen: a longitudinal study","volume":"38","author":"DeBerard","year":"2004","journal-title":"Coll Stud J"},{"key":"2026050719112629300_skag093-B5","doi-asserted-by":"publisher","first-page":"223","DOI":"10.1353\/csd.2005.0023","article-title":"The role of motivation, parental support, and peer support in the academic success of ethnic minority first-generation college students","volume":"46","author":"Dennis","year":"2005","journal-title":"J Coll Stud Dev"},{"key":"2026050719112629300_skag093-B6","doi-asserted-by":"publisher","first-page":"167","DOI":"10.1093\/poq\/nfn011","article-title":"The impact of nonresponse rates on nonresponse bias: a meta-analysis","volume":"72","author":"Groves","year":"2008","journal-title":"Public Opin Q"},{"key":"2026050719112629300_skag093-B7","doi-asserted-by":"publisher","first-page":"215","DOI":"10.1007\/s12111-023-09629-2","article-title":"Exploring the relationship between faculty mentor engagement and African American STEM persistence","volume":"27","author":"Harris","year":"2023","journal-title":"J Afr Am St"},{"key":"2026050719112629300_skag093-B8","first-page":"14","article-title":"An examination of the retention literature and application in student success","volume":"5","author":"Harvey-Smith","year":"2002","journal-title":"Promot Incl J"},{"key":"2026050719112629300_skag093-B9","doi-asserted-by":"publisher","first-page":"480","DOI":"10.1177\/1521025121991502","article-title":"Student connections: the critical role of student affairs and academic support services in retention efforts","volume":"25","author":"Hoyt","year":"2023","journal-title":"J Coll Stud Ret"},{"key":"2026050719112629300_skag093-B10","doi-asserted-by":"publisher","first-page":"5","DOI":"10.33009\/fsop_jpss132950","article-title":"Friendships and Student Success in College","volume":"2","author":"McCabe","year":"2023","journal-title":"JPSS"},{"key":"2026050719112629300_skag093-B11","doi-asserted-by":"publisher","first-page":"277","DOI":"10.1177\/0091552120920483","article-title":"Academic outcomes among diverse community college students: what is the role of instructor relationships?","volume":"48","author":"Parnes","year":"2020","journal-title":"Community Coll Rev"},{"key":"2026050719112629300_skag193-B11","doi-asserted-by":"publisher","first-page":"60","DOI":"10.2307\/1981125","article-title":"Predicting freshman persistence and voluntary dropout decisions from a theoretical model.","volume":"51","author":"Pascarella","year":"1980","journal-title":"J High Educ"},{"key":"2026050719112629300_skag093-B12","doi-asserted-by":"publisher","first-page":"397","DOI":"10.1080\/0309877X.2021.1955844","article-title":"A sense of belonging at university: Student retention, motivation and enjoyment","volume":"46","author":"Pedler","year":"2022","journal-title":"J Furth High Educ"},{"key":"2026050719112629300_skag093-B13","doi-asserted-by":"publisher","first-page":"261","DOI":"10.1037\/0033-2909.130.2.261","article-title":"Do psychosocial and study skill factors predict college outcomes? A meta-analysis","volume":"130","author":"Robbins","year":"2004","journal-title":"Psychol Bull"},{"key":"2026050719112629300_skag093-B14","doi-asserted-by":"publisher","first-page":"334","DOI":"10.1177\/15210251221076828","article-title":"Life purpose as a predictor of resilience and persistence in college students during the COVID-19 pandemic","volume":"26","author":"Sharma","year":"2024","journal-title":"J Coll Stud Ret"},{"key":"2026050719112629300_skag093-B15","doi-asserted-by":"publisher","first-page":"581","DOI":"10.1177\/15210251221104984","article-title":"The relationship between financial stress and college retention rates","volume":"26","author":"Smathers","year":"2024","journal-title":"J Coll Stud Ret"},{"key":"2026050719112629300_skag093-B16","first-page":"642","article-title":"Non-cognitive predictors of student success in college","volume":"46","author":"Sparkman","year":"2012","journal-title":"Coll Stud J"},{"key":"2026050719112629300_skag093-B17","volume-title":"Leaving college: Rethinking the causes and cures of student attrition","author":"Tinto","year":"1993","edition":"2nd ed."},{"key":"2026050719112629300_skag093-B18","volume-title":"Moving from theory to action: building a model of institutional action for student success (report)","author":"Tinto","year":"2006"},{"key":"2026050719112629300_skag093-B19","doi-asserted-by":"publisher","first-page":"1012701","DOI":"10.3389\/fpsyg.2023.1012701","article-title":"Academic achievement is more closely associated with student\u2013peer relationships than with student\u2013parent relationships or student\u2013teacher relationships","volume":"14","author":"Yu","year":"2023","journal-title":"Front Psychol"}],"container-title":["Journal of Animal Science"],"original-title":[],"language":"en","link":[{"URL":"https:\/\/academic.oup.com\/jas\/advance-article-pdf\/doi\/10.1093\/jas\/skag093\/67720207\/skag093.pdf","content-type":"application\/pdf","content-version":"am","intended-application":"syndication"},{"URL":"https:\/\/academic.oup.com\/jas\/article-pdf\/doi\/10.1093\/jas\/skag093\/67720207\/skag093.pdf","content-type":"application\/pdf","content-version":"vor","intended-application":"syndication"},{"URL":"https:\/\/academic.oup.com\/jas\/article-pdf\/doi\/10.1093\/jas\/skag093\/67720207\/skag093.pdf","content-type":"unspecified","content-version":"vor","intended-application":"similarity-checking"}],"deposited":{"date-parts":[[2026,5,7]],"date-time":"2026-05-07T23:11:32Z","timestamp":1778195492000},"score":1,"resource":{"primary":{"URL":"https:\/\/academic.oup.com\/jas\/article\/doi\/10.1093\/jas\/skag093\/8571877"}},"subtitle":[],"short-title":[],"issued":{"date-parts":[[2026]]},"references-count":20,"URL":"https:\/\/doi.org\/10.1093\/jas\/skag093","relation":{},"ISSN":["0021-8812","1525-3163"],"issn-type":[{"value":"0021-8812","type":"print"},{"value":"1525-3163","type":"electronic"}],"subject":[],"published-other":{"date-parts":[[2026]]},"published":{"date-parts":[[2026]]},"article-number":"skag093"}}