Prevalence of financial and social challenges and their associations with major satisfaction in animal and dairy science undergraduates.

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 ± 0.52 vs. 3.02 ± 0.84; P < 0.01), 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 < 0.01) and reported less family support for academic (43% vs. 30%; P < 0.01) and living expenses (51% vs. 38%; P = 0.04) than their peers. Transfer students also reported reduced financial support (58% vs. 30% of direct-from-high school; P < 0.01). Social connections were generally strong, yet transfer students were more likely to lack close friendships (16% vs. 8%; P = 0.02) and reported lower satisfaction with peer relationships (14% vs. <5%; P < 0.01). Lack of close peer support was linked to lower GPA (3.23 ± 0.66 vs. 3.48 ± 0.48; P = 0.05). Academic satisfaction was high overall (>88%), but transfer students reported greater dissatisfaction with intellectual development (10% vs. 3%; P < 0.01) and academic experiences (16% vs. 5%; P = 0.03). Career awareness was also high (>85%), though transfer and students of color reported significantly lower familiarity (P = 0.02 and P = 0.05, respectively). Dissatisfaction with career opportunities was associated with lower GPA (3.38 ± 0.51 vs. 3.53 ± 0.47; P < 0.01). 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.