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Effects of Alcohol on College Students

Chloe Kayser and Ella Vassilas

Texas A&M University-Corpus Christi

ENGL 1301-W11

Dr. Frances Johnson

19 November 2022
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Effects of alcohol on college students

The notion that college is the timeframe for heavy drinking is a common perception

amongst the student population (Crawford et al., 2008). However, this time should be spent

propelling students into their future. What many students fail to realize is the consequences of

alcohol consumption. Some of the effects include academic difficulties, problems with social

interaction, injuries, and risk-taking behaviors (Liguori & Lonbaken, 2015). Earlier review

articles have discussed this topic; however, a more current synthesis is needed to formulate a

solution to alcohol abuse amongst undergraduate students. Research has been done to try to find

any correlations between alcohol consumption and college students. The authors Liguori and

Lonbaken (2015) hypothesized that freshman would have the worst drinking habits, but the worst

drinking habits were done by students 21+. Moreover, they also found that students 20 years of

age and under had more problems binge drinking than older students (Liguori & Lonbaken

2015). What this means is that upperclassman drank more throughout the week, while

underclassman drank more in one sitting. The purpose of the following literature review is to

report on the current conversation among scholars on the topic of college student alcohol

consumption and its negative effects.

Student activities that lead to alcohol use

In the past years, researchers have begun to look at student Greek life affiliation and

alcohol consumption. For example, Fuertes and Hoffman’s (2016) study used 350 college

students in fraternities, sororities, and athletics were analyzed to see the percentage of avid

drinkers. This research focused primarily on undergraduate freshman to look at how peer

pressure could relate to the experience (Fuertes & Hoffman, 2016). Moreover, this research

found that the adjustment to college life has led more students to become dependent upon

alcohol consumption (Fuertes & Hoffman, 2016). The results indicated that freshman and
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sophomores are more likely to experience alcohol dependency than juniors and seniors, which

speaks to their vulnerability and risk as they leave home and experience the transition from high

school to college. Besides that, the study Grossbard et al. (2007) analyzed the harsh effects

alcohol has on Greek life students and athletes. It’s been seen that alcohol consumption is often

done around friends, and occasionally as a game (Madson, 2020). Drinking games mediate the

relationship between alcohol consumption and negative consequences (Ziegler et al., 2005).

Negative events convince underclassman that they cannot complete college, which leads them to

dropping out (Fuertes et al., 2016). Some negative consequences or events could be getting

kicked off a sporting team or a drop in grades (Hensley, 2001). If universities do not have

anything in place to stop students from drinking, the retention rates plummet (Hensley, 2001).

Overall, the research done by Hensley (2001) has proven that alcohol consumption has short-

term gains, such as the feeling of joy, and long-term damage, ranging from dropping out of

university to physical injury.

Peer pressure

College is a difficult time for many, with lots of changes. Some students resort to clubs,

working out, or drinking. Parents do not understand why young adults drink as much as they do,

especially at the beginning of their college experience (Crawford et al. 2022). Research done by

Reis (2000) has shown that peer pressure is a main contributor to the high rates in undergraduate

alcohol consumption. Many freshmen feel that the college experience is drinking alcohol and

going to parties. A study of around 3,400 undergraduate students analyzed the expectations they

had for college and how much they drink (Reis, 2000). Since many students expect to drink

alcohol, they discount the negative experience they experience and define it as normal because

their reference group is themselves and their friends (Reis, 2000). If a person surrounds themself
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with bad people, they are going to think doing bad things is ok; it is a similar situation for

undergraduate students at university since they do not know any better. It has been found in the

study by Madson that people with social anxiety are more prone to alcohol use problems.

Overall, college students with social anxiety are more likely to conform to peer-pressure and

become addicted to alcohol (Madson, 2020). One form of peer pressure is found in the practice

of hazing which has becoming increasingly more consistent in school organizations, Greek life,

and collegiate sports teams (Finkel, 2002). One type of direct alcohol hazing includes forcing

one to drink and the consequence of not finishing that said drink is social punishment (Finkel,

2002). In Campone and Wood’s (2008) study it was found that males are more likely to be

susceptible to peer pressure especially towards drinking. This is because males tend to see the

pressure to drink as a challenge and that without fulfilling the challenge, they aren’t as cool as

everyone else (Campone and Wood, 2008).

Academic effects

As discussed, alcohol use has many adverse effects. Some consequences include

intellectual impairment, which contributes to failures and a rise in dropout rates. If a university

has low retention rates, people will scrutinize the university, so it is in the institution's best

interest to try and help students keep their grades up and stay enrolled in classes. The age range

with the highest rate of alcohol disorders falls within the majority of enrolled university students

(Ansari et al. 2013). There is a correlation between how important academic performance is to a

student, and how much they drink. Students who value the work they are putting into school and

what they will get out of it are less likely to pick up the bottle. Students who drink heavily are

more likely to fall behind on their academic performance than non-heavy drinkers (Hensley

2001). The ripple effects of alcohol abuse start with the disturbance of sleep, then students miss
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class, after that students don’t do well on assignments and tests, which pushes them to use

alcohol as a coping mechanism (Ansari et al., 2013). Campone and Wood (2008) found that kids

who have parents that drink more often have developmental issues including but not limited to:

acting out, impulsivity, anger issues, become partiers, and worse grades. Moreover, Hensley

(2001) found that students who drink on a more regular basis tend to experience more of the

negative effects. It was found that students who live with other students with prior experience

drinking will result in falling behind in schoolwork and learning (Kremer, 2008). This is due to

the student following their roommate’s practices in drinking and/or binge drinking (Kremer,

2008). As well as the stunting of academic success from peer pressure, the physical effects that

underage drinking has on the brain hinders growth in learning and comprehending information

which results in lower academic success (Ziegler et al., 2005).

Solutions

The study done by Hensley (2001) stated that having college counselors help moderate alcohol

use and help students identify their addiction could help the student population. Hensley (2001)

states that if a student can identify Kolbergs theory of moral development to their current actions

in college, they may be able to overcome addiction. Meaning that if a student can realize their

drinking is causing them to lose concentration or principal that school is important, they will

realize that is why they are lacking and failing. Furthermore, colleges should be aware of the

effect social anxiety may have on alcohol intake. Students with social anxiety are more likely to

become addicted to alcohol, this is in part because those with social anxiety feel they can be

more social with a bit of liquid courage (Madson et al. 2020). In the study done by Grossbard et

al. (2007) they found that fraternity and sorority life lead to more alcohol abuse in students. With
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this information it should be considered that Greek Life should either end or be reformed to stop

this trend, according to Grossbard and his associates (2007).

Conclusion
Alcohol abuse can have life-altering adverse effects. The research found and discussed

above proves that it can lead to lower retention rates, alcoholism, worse grades, and worse

mental health, to name a few. It is important that colleges find a solution to alcohol abuse done

by undergraduate students. Doing so will help the institution's namesake and protect students

from further harm. A student's transition from high school to college is difficult enough, they do

not need an alcohol addiction to be added to their stress. As much of the research discussed

indicated, freshman and sophomores in college are more likely to become alcohol dependent.

Students should not become dependent upon alcohol and should be helped by their peers and

professors/university leaders. Moreover, alcohol has shown only negative effects; all of which

have been shown to be a huge waste of money and time. The psychological effects of alcohol

also showcase why college students should not use it, along with why it should be avoided at all

costs. Although first-time students consider alcohol consumption as a rite of passage, it has been

shown that it is extremely harmful and not what the college experience is truly about.
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References

Ansari, W. E., Stock, C., & Mills, C. (2013). Is alcohol consumption associated with poor

academic achievement in university students? International Journal of Preventative

Medicine, 4(10), 1175-1188. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3843305/

Campone, C., & Wood, M. D. (2008). Density of familial alcoholism and its effects on alcohol

use and problems in college students. Alcohol Clinical and Experimental Research,

32(8), 1451-1458.

Crawford, L. A., Novak, K. B., & Jayasekra, R. R. (2022). Volunteerism, alcohol beliefs, and

first-year college students' drinking behaviors: Implications for prevention. The Journal

of Primary Prevention, 43(5), 429-448.

Finkel, M. A. (2002). Traumatic injuries caused by hazing practices. The American Journal of

Emergency Medicine, 20(3), 228-233.

https://www.sciencedirect.com/science/article/pii/S0735675702165338

Fuertes, J. N., & Hoffman, A. (2016). Alcohol consumption and abuse among college students:

Alarming rates among the best and the brightest. College Student Journal, 50(2), 236-+.

Grossbard, J., Geisner, I. M., Neighbors, C., Kilmer, J. R., & Larimer, M. E. (2007). Are drinking

games sports? College athlete participation in drinking games and alcohol-related

problems. Journal of Studies on Alcohol and Drugs, 68(1), 97-+.

Hensley, L. G. (2001). College student binge drinking: Implications for a constructivist approach

to college counseling. Journal of College Counseling, 4(2).

Kremer, M., & Levy, D. (2008). Peer effects and alcohol use among college students. Journal of

Economic Perspectives, 22(3), 189-206.

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Liguori, G., & Lonbaken, B. (2015). Alcohol consumption and academic retention in first-year

college students. Project Innovation Austin, 49(1), 69+.

Madson, M. B. (2020). A latent profile analysis of social anxiety and alcohol use among college

students. Addictive Behaviors, 104.

https://www.sciencedirect.com/science/article/pii/S030646031931130X

Reis, J. (2000). College student's determinants of alcohol consumption according to stage of

change and weekly consumption: Implications for intervention planning. Journal of

Alcohol and Drug Consumption, 46(2), 46-+.