Considering financial stress as a possible predictor of problems in academic and social functioning and satisfaction among undergraduate residential college women, this chapter presents a review of the literature related to research on financial stress in the general population and literature specific to the undergraduate undergraduate population. Say no to plagiarism. Get a tailor-made essay on "Why Violent Video Games Shouldn't Be Banned"? Get an original essay Studies on issues related to college student academic and social functioning and satisfaction, retention rates, and support networks including family support, peer support, community, and career support are also examined. In this study, financial stress was examined as an independent variable impacting two dependent variables: 1) academic functioning and satisfaction, and 2) social functioning and satisfaction associated with undergraduate women's success in college. To investigate the relationship between the independent variable and the two dependent variables, I asked the following: What is the relationship between financial stress, academic and social functioning, and satisfaction in women's experiences of undergraduate residential colleges? Also, what are the attitudes of women at undergraduate residential colleges about seeking professional help with issues related to financial stress and their academic and social functioning, including help from college counseling centers, college financial aid office and other resources on and off campus? Additionally, do residential college women identify their academic and social functioning and satisfaction as related to financial stress? Therefore, this literature review is intended to provide a basic understanding of the context within which financial stress, academic functioning and satisfaction, and social functioning and satisfaction are interconnected as possible predictors of student success. undergraduate women in residential colleges. Stress, as operationalized in this study, refers to the amount of stress a student has had regarding their financial situation and includes a range of stress levels measured from “no stress” to “very stressed” as choices of answering questions about personal and family matters. socioeconomic position for both dependent and independent participants. From the early planning stages of this thesis, I knew I wanted to lay the foundation for examining the psychosocial dynamics of problems that potentially lead to psychological, emotional, and physical impairments in women's development and functioning beyond adolescence and into adulthood. In addition to my personal and professional interest in and experience working with women (discussed in Chapter 1), I chose to focus on women at undergraduate residential colleges because, added to the developmental experiences of adolescence, marriage, and childbirth, residential college is an important adjustment to life and a developmental step forward for women (Mehta, Newbold, & O'Rourke, 2011). Furthermore, some studies on financial stress in the general population had identified women as the population most vulnerable to financial stress and, consequently, impaired functioning (Davidson, et al., 2011; Keith, 1993; Kenel, 2010). the literature reviewed here is presented in four sections: 1) stress processes, 2) financial stress, 3) academic functioning and satisfaction, and 4) social functioning and satisfaction. The first section, “stress processes,” is a short one9.