Transforming Higher Education to Support Student-Parents

Background: Over 3 million undergraduate students in the U.S. are parents; many are women, people of color, and first-generation students. Student-parents are motivated to succeed academically, and doing so can bring tangible, long-term benefits to them and their children. Nonetheless, fewer than 40% of student-parents obtain a certificate or a degree within six years, compared to nearly 60% of students without children. Guided by a community advisory board of student-parents, university administrators, and researchers, this study aims to explore the experiences of student-parents as well as university administrators working with student-parents across two northeastern and one southeastern universities (university transformation sites) to understand student-parent challenges and identify ways to better support student-parents. Directly addressing the conference theme, “Leading for Transformative Change: Aligning Social Work Science with Policy and Practice,” this project uses community-engaged social work research to inform transformation of university systems to recruit and retain undergraduate student-parents.

Methods: This exploratory, qualitative study included in-depth interviews with student-parents and administrators (N=22) across three university transformation sites. The student-parent sample consisted of mothers (n=7) and fathers (n=3) recruited by referrals and university listservs. The sample was diverse in terms of race and ethnicity, age, household income and marital status. The sample of administrators (n=12) was recruited through professional networks. Data were analyzed using a thematic analysis.

Findings: Analysis resulted in five themes. The first was Belonging. Student-parents often feel marginalized within the student community. Sense of belonging is influenced by demographics and social spaces. The lack of visibility and tailored resources for student parents reinforces the lack of belonging. The second theme was Navigation. Balancing being a student and a parent is challenging. Student-parents constantly juggle responsibilities, time management, and prioritization of children and schoolwork. Many student parents demonstrate a strong ability to navigate between identities. The third theme was Community. Many student-parents feel isolated and express a strong desire to connect with peers and other student parents. Those who leverage existing support networks and family systems often thrive and create their own spaces outside of non-supportive academic systems. The fourth theme was Intergenerational Impact. Attending college is not just about personal achievement for student parents; it's also about setting an example. Many student-parents see their education as encouraging and helping their children. The final theme was Lack of Data. Administrators stressed that data on parent status was not being collected. Without data, universities may be less likely to allocate resources and support student parents.

Conclusion: Student parents face unique challenges that require tailored support and resources. By addressing the themes of belonging, navigation, community, intergenerational impact, and lack of data, universities can create a more inclusive and supportive environment for student parents. Implementing recommendations such as improving communication about available resources and systematically tracking student parents can help bridge the communication gap and ensure that student-parents receive the supports they need to thrive both academically and personally. Doing so has the potential to be transformational for student parents and their children.