Close
About
FAQ
Home
Collections
Login
USC Login
Register
0
Selected
Invert selection
Deselect all
Deselect all
Click here to refresh results
Click here to refresh results
USC
/
Digital Library
/
University of Southern California Dissertations and Theses
/
When parents become students: An examination of experiences, needs, and opportunities which contribute to student parent engagement in community college
(USC Thesis Other)
When parents become students: An examination of experiences, needs, and opportunities which contribute to student parent engagement in community college
PDF
Download
Share
Open document
Flip pages
Contact Us
Contact Us
Copy asset link
Request this asset
Transcript (if available)
Content
Running head: WHEN PARENTS MEET STUDENTS 1 WHEN PARENTS BECOME STUDENTS: AN EXAMINATION OF EXPERIENCES, NEEDS, AND OPPORTUNITIES WHICH CONTRIBUTE TO STUDENT PARENT ENGAGEMENT IN COMMUNITY COLLEGE by Jannette Elizabeth Attar Flores A Dissertation Presented to the FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION UNIVERSITY OF SOUTHERN CALIFORNIA In Partial Fulfillment of the Requirements for the Degree DOCTOR OF EDUCATION May 2013 Copyright 2013 Jannette Elizabeth Attar Flores WHEN PARENTS MEET STUDENTS 2 Dedication This work is dedicated to my husband, Ruben, who has tirelessly given me the support and encouragement I needed to get through this degree and dissertation. Thank you, Ruben, for caring for our baby girl and giving me encouragement when I ran out of steam. Because of you, the path to achieving this dream was much easier than it could have been. The title of this degree may only be at the end of my name, but the truth is that you and I were in this together. WHEN PARENTS MEET STUDENTS 3 Acknowledgements First and foremost, I would like to thank our Lord and Blessed Mother, from whom I gathered my strength to push forth in my main roles as a wife, mother, teacher, and student. I would like to thank my advisor, Dr. Tracy Tambascia, for the guidance and support that she has given me in the completion of this study. I would like to thank Dr. Shannon Mayeda and Dr. Tennille Zeiler for time and feedback as part of my committee. I appreciate all the time and effort that each committee member has contributed to realizing my highest educational goal. I am also grateful for the contributions made by Dr. Sean Early, Dr. Tatiana Melguizo, and Dr. Katie Moulton. I am eternally grateful to my husband, Ruben, and my daughter, Mia, for giving me the time, support, and smiles I needed in order to study and write during these last two and a half years. Thank you for giving me an awareness of the strength that comes from being a wife and parent and giving me a reason to remain passionate about my research. I would like to thank the family members and friends who supported me, especially my parents, who bonded with and entertained my daughter during every class session. I am grateful to have had so many around me who cheered me on every step of the way. The encouragement I received helped me keep moving steadily forward. To my thematic dissertation group and the Cohort of 2010, I would like to say thank you for the encouragement that you have given me. I appreciate the friendships that have provided me with the confidence I needed along the way. Lastly, I wish to thank the participants for their participation in this study. WHEN PARENTS MEET STUDENTS 4 Table of Contents List of Tables 6 List of Figures 7 Abstract 8 Chapter One: Introduction 9 Overview 9 Statement of the Problem 10 Purpose of the Study 12 Research Questions 12 Significance of the Study 12 Limitations 13 Delimitations 14 Definition of the Terms 15 Chapter Two: Literature Review 16 Nontraditional Students 21 An At-Risk Population 23 Student Parents 24 Decision to Enroll 24 Experiences in the Classroom 25 Barriers to Persistence 27 Unique Needs, Concerns and Goals 30 Fostering a Supportive Environment 31 Support Services for Student Parents 33 Community Colleges 37 Student Engagement 38 Benefits of Student Engagement for Student Parents 40 Student Engagement as a Theoretical Framework for this Study 41 Summary 43 Chapter Three: Methodology 45 Introduction and Design of the Study 45 Qualitative Research 46 Types of Qualitative Research 47 Setting 48 Participants 49 Participant Selection for Interviews 49 Support Staff Sample 51 Data Collection 51 Data Collection Process 51 Data Analysis 53 Background of the Researcher 56 Data Verification 57 Summary 58 Chapter Four: Results 59 Introduction of the Participants 61 Student Parents 61 WHEN PARENTS MEET STUDENTS 5 Staff Members 67 Findings 68 Summary 96 Chapter Five: Discussion 98 Discussion of Findings 99 Research Questions 110 Recommendations and Implications for Practice 111 Future Research 115 Summary 116 References 117 Appendix A 138 Appendix B 139 Appendix C 140 Appendix D 142 Appendix E 145 WHEN PARENTS MEET STUDENTS 6 List of Tables Table 1: Nora’s Six Elements of Engagement ________________________________ 54 Table 2: Student Services for Student Parents ________________________________ 55 Table 3: Breakdown of Data Themes from Interviews _________________________ 69 Table 4: Frequency of Use for Support Services ______________________________ 86 Table 5: Recommendations for Improvement and Addition of Services ___________ 89 WHEN PARENTS MEET STUDENTS 7 List of Figures Figure 1: Amaury Nora’s Student Engagement Model _________________________ 43 WHEN PARENTS MEET STUDENTS 8 Abstract This study investigated the experiences which keep student parents engaged in community college. The purpose of this study was to examine the experiences of student parents enrolled at a community college and the support services which they utilize. The research included student parents who have one or more dependent children aged 17 or younger and who were enrolled as full-time or part-time students. The study investigated some of the barriers to student parent success as well as the challenges they face. The study identified, described, and analyzed the support services which are being utilized by student parents, and reviewed recommendations made by student parent for existing and additional support services. Using Nora’s (2006) Student Engagement Model as a theoretical framework for this study, twelve student participants and five staff participants were interviewed. Findings from this study indicate that internal and external support were central to student parent engagement and success and that this population lacked student parent focused support services. This study gives voice to an understudied population and opens up discussion for further study. WHEN PARENTS MEET STUDENTS 9 CHAPTER ONE: INTRODUCTION According to the Institute of Women’s Policy Research (2011), nearly a quarter of postsecondary students in the United States are parents, yet only 40% of these students actually complete their degree. These “student parents” have dependents ages 17 or younger, are less likely to have a parent who graduated from college, enter higher education with lower standardized test scores, are more likely to enroll in remedial classes, and are more likely to work full time (U.S. Department of Education, 2007, as cited in IWPR, 2009). Distinct challenges of holding the student, employee, and parental role can be overwhelming for a student parent. When a student parent holds various roles and responsibilities simultaneously, it is easy to get distracted. They can lose focus on their role as a student when there are so many other pressing tasks to fulfill since, for many students, a college education is something they fit into the rest of their lives (Traiger, 2006). The distractions which surround a student parent can also make it difficult for them to remain engaged in their role as a student. Limited research has been conducted on the experiences and unique needs of those who decide to pursue a degree while concurrently holding the role as parents (Brooks, 2012; Springer, Parker & Leviten-Reid, 2009). Published articles and studies note various suggestions for higher education institutions to implement in order to improve the success rate of nontraditional students (Belcheir, Michener & Gray, 1998; Hadfield, 2003; Purslow & Belcastro, 2006; Urchick, 2004). Yet most of these studies fail to address the specific support needs and programs for a subcategory of nontraditional students, student parents. The benefits of creating or tailoring services to support this population go beyond benefiting just individuals, as society stands to gain when their citizens pursue higher education WHEN PARENTS MEET STUDENTS 10 (Baum & Payea, 2005). A well-educated worker pays more in taxes and generally requires fewer social services (Institute of Higher Education Policy, 1998). An educated workforce gains from the creation of knowledge, greater prosperity, better health, longer life expectancy, increased civic participation, and reduced crime that spurs from the education of their citizens (Trostel, 2007). In the United States, the economy benefits from educated individuals due to the growth in intellect and skills in the workforce, a trait which many companies cite as their most valued asset (Ziemelis, 2000). In fact, having a college degree significantly reduces the likelihood of living in poverty (Pandey, Zhan, & Youngmi, 2006). Many individuals gain their education in higher education institutions such as community colleges, which offer their students support and opportunities, thereby producing a diverse workforce and assisting in narrowing the gap between the rich and the poor (Pasque, 2005). This helps sustain the middle class, which is already quickly thinning in the United States (Pasque, 2005). Statement of the Problem The 3.9 million student parent population is an invisible, at-risk population, more prone to dropping out of college than traditional students (Advisory Committee on Student Financial Assistance, 2012; Horn & Carroll, 1996; IWPR, 2009; Jones & Watson, 1990; National Audit Office, 2007; NCES, n.d.; Provasnik & Planty, 2008). When public higher institutions are unresponsive to the needs of nontraditional students, it results in lower graduation rates in student parents (Hadfield, 2003). These institutions encourage nontraditional students to enroll and emphasize their mission of promoting lifelong learning, but programs and services do not reflect an understanding about nontraditional students’ needs and circumstances, thereby maintaining an institutional system designed for a different type of student (Gilardi & Guglielmetti, 2011). If institutions do not upgrade their practices to reflect their understanding of WHEN PARENTS MEET STUDENTS 11 the current student demographics, then they can expect a continued loss of students (Hadfield, 2003). Research has shown institutional support services have one of the biggest impacts on student success (Braxton, Milem, & Sullivan, 2000; Cofer & Somers, 2001; Gerdes & Mallinckrodt, 1994; Woosley, 2003). Some of those services include orientation, financial and academic advising, peer mentoring, mental and physical health centers, and disability services. Yet support services for students tend to be concentrated on the traditional student, which sends a message that that the needs of a nontraditional student matter less to the college (Hadfield, 2003). Even though the advantages of supporting and encouraging student parents are evident, the research, services, and financial resources provided for this group have still not been proportional to their enrollment (Hadfield, 2003). This study examined students at community colleges because challenges facing student parents have been left unaddressed in these institutions, likely due to the fact that they tend to attract and admit traditional students (Borglum & Kabula, 2000). This study also focused on student engagement, which has been shown to predict retention and success at higher education institutions in the United States (Astin, 1993; Kuh, Kinzie, Schuh, & Whitt, 2005; Kuh, 2001; National Survey of Student Engagement, 2000, 2001; Pascarella & Terenzini, 2005). Studies on student engagement have focused on traditional students at four year higher education institutions (Cabrera, Castaneda, Nora & Hengstler, 1992; Li & Killioan, 1999; Murtaugh, Burns, & Schuster, 1999; Pascarella & Terezini, 2001; Tinto, Russo & Kadel, 1994). The goal of this study was to acquire student parent experiences in order to shed light on topics rarely addressed which surround student parent engagement and challenges in community colleges. WHEN PARENTS MEET STUDENTS 12 With the current emphasis on increasing the number of college educated adults (Lederman, 2008), there is a need to better understand who this population is, what student services programs are in place to support them, and what support services can help them remain engaged in their classes in order to persist to graduation (Hadfield, 2003; McGivney, 2004; Sandler, 2000). Purpose of the Study The purpose of this study was to examine the experiences of student parents enrolled at a community college and the support services which they utilize. Student parents who had one or more dependent children aged 17 or younger and who were enrolled as full-time or part-time students were the main focus. An investigation into some of the barriers to student parent success as well as the challenges they faced was also included. The study identified, described, and analyzed the support services which were utilized by student parents and the experiences which helped them remain engaged in their academic journey. Nora’s (2003) Student Engagement Model was used as a theoretical framework for this study. Research Questions The following questions guided the inquiry: 1. What are the experiences of student parents which can help them remain engaged in order to persist to graduation? 2. What student services are provided to student parents? 3. How do student services personnel at community colleges engage student parents? Significance of the Study Graduation rates for student parents are low. This study investigated student parent experiences and support services whose goal it is to help student parents reach graduation. The WHEN PARENTS MEET STUDENTS 13 research approach included an interpretation of data from a student’s perspective in order to understand the problems and ascertain what factors contributed to student parent achievement. Sixty percent of student parents are not expected to finish their college degree (U.S. Department of Education, 2007). Previous research has addressed similar issues related to nontraditional students, but fails to include the specific needs of student parents. The existing literature is generally deficient in addressing specific conditions that may contribute to the success of student parents. Literature that does exist on student parents is often highly gendered (Brooks, 2012), emphasizing the issues mothers face in balancing their roles as student and parent, and masking the experiences of fathers. For this reason, this study is both significant and necessary as it gives voice to an understudied population. This study will make way for offering appropriate policies, services and interventions to student parents, and offers the potential for identifying solutions that could increase rates of enrollment and degree or certificate completion for this student population. Limitations One limitation to this study was the use of self-reported data. Because of self-reporting, the strength of the data depended upon what participants chose to share. Even when the researcher took great care in designing a balanced study design, developing open-ended questions, and building a basis of trust, most of the results of the study still depended upon the interview participants. The outcome was greatly impacted by the readiness of each participant to discuss both positive and negative experiences with the researcher. Another limitation to this study was that it was dependent upon the voluntary participation of student parents. Therefore, there may have been participant bias in the outcomes due to the self-selection process and voluntary nature of the participants. It is likely that those WHEN PARENTS MEET STUDENTS 14 students who did not have time to review the interview recruitment flyer also did not have time to participate in the study. Thus, another limitation is that the interviews did not include those student parents with busy schedules. The study did not gather information from all four colleges in the Altar Community College District 1 ; it was directed only to student parents one of the four campuses, Purdue College. Therefore, the results may not be representative of the entire population of student parents at the district, therefore not identifying all additional student services needed throughout the district. Because there has been minimal research on the experiences of student parents and their student service needs, this study serves as a foundation for future research. The experiences that were shared by student parents offer a basis of knowledge and can initiate a string of opportunities for future research into the engagement of student parents. Delimitations There are five delimitations in this study. First, this study excluded graduate students. Second, the study excluded students who were not included in credit-bearing courses. Third, the study focused primarily on services provided to student parents outside the realm of formal classroom instruction. Another delimitation is that students at one specific institution, Purdue College, were interviewed during the Fall Semester 2012. This may limit generalization to other institutions of higher education. Lastly, researcher bias is a delimitation of this study. The researcher will discuss researcher bias in further detail in Chapter 3. 1 Pseudonym WHEN PARENTS MEET STUDENTS 15 Definition of Terms The purpose of this study was to examine the experiences of student parents in community colleges and their experiences with student services. The following definitions are intended to provide a common understanding of terms used throughout this study. At-Risk Student: A student who has a higher probability of failing academically compared to other students. Community College: Two-year public institutions which offer training or education beyond the secondary level. These institutions grant certificates, diplomas, and associate’s degrees. Many of them also offer continuing and adult education. Engagement: A psychological process, specifically, the attention, interest, and effort students expended in the work of learning (Marks, 2000; Newmann, Wehlage, & Lamborn, 1992). It is also known as the student’s involvement in purposeful activities that allow them to acquire knowledge, skills, and competencies (Kuh, 2001). Engagement includes active involvement, commitment, and concentrated attention (Newmann et al., 1992). Nontraditional Student: Students in postsecondary institution who fall under one or more of the following categories: over the age of 24 years, live off-campus, financially independent, full time work schedule while enrolled as a student, having dependents other than a spouse, lack of standard high school diploma, and first-generation students (NCES, n.d.). Student Parent: A student enrolled in postsecondary education, having one or more dependent children ages 17 or younger. WHEN PARENTS MEET STUDENTS 16 CHAPTER TWO: LITERATURE REVIEW Nearly a quarter of postsecondary students in the United States are parents, yet only 40% of these students actually complete their degree (IWPR, 2009). In recent years, campus administrators have put some momentum behind programs that support the 3.9 million student parent population (IWPR, 2009). Federally funded and non-profit programs such as Child Care Access Means Parents In School (CCAMPIS) and the National Coalition for Campus Children’s Centers have a large presence at many campuses, largely in part because campus administrators understand the need for supporting the student parent population. Despite these high-profile policy initiatives, little research has been conducted on the experiences of those who do decide to pursue a degree while concurrently holding the role as parents (Brooks, 2012). Research which focused on the unique needs of student-parents is scant (Medved & Heisler, 2001; Springer, et al. 2009). The topic of student parents should be of particular interest to leaders in higher education institutions as all are concerned with retention and graduation rates (Seidman, 2005). Community colleges are especially apprehensive about these goals as the number of community college students returning for a second consecutive year is only 56% (“Retention Rates,” 2011). Community colleges will enroll any student who seeks postsecondary education, which means there are more at-risk students enrolled on these campuses than at four-year institutions (Stromei, 2000). “Known as the “people’s college” (Grubb, Badway, and Bell, 1997), community colleges are committed both to teaching and to non-traditional students (Grubb, et al. 1997). Slightly more than half of community college students are nontraditional students who probably would not have attended four-year institutions (Rouse, 1995, 1998). This suggests that a major role of WHEN PARENTS MEET STUDENTS 17 community colleges is to provide a place in higher education for those not traditionally served by the four-year college system (Kane & Rouse, 1999). A student can be considered a nontraditional student if they fall under one of the following descriptions: age 25 or older, non-White, working-class, independent of their parents' support, have dependents other than a spouse, not enrolled in postsecondary education within the same completion year as high school, enrolled part-time, and those who are parents (Butler, 1998; Ely, 1997; Metzner & Bean, 1987; National Center for Education Statistics, n.d.; Hazzard, 1993; Nora, Kraemer, & Itzen, 1997; O'Keefe, 1993; Pascarella and Terenzini, 1998; Sundberg, 1997). The latter segment of nontraditional students, student parents, attend college and pursue their dreams of achieving a postsecondary education with the intention of improving their families’ lives. However, for many of these individuals, balancing multiple life-roles creates a unique set of challenges and requires services to address their needs (Fairchild, 2003; Mercer, 1993). Some make the commitment to college without recognizing how challenging it will be to juggle work, childcare, and family demands coupled with studying and class time. Time conflicts, sick children, lack of child care support, work responsibilities, inconvenient class time, employment, and adjustment difficulties are a part of the lives of this growing student population (Carlin, 2001; Jacobs & King, 2002; Medved & Heisler, 2001; Mercer, 1993; Fairchild, 2003). When higher education institutions provide support to combat these barriers, the potential negative effects on student engagement can be offset (Ryan, 2004). Student engagement has been shown to predict retention and success at higher education institutions in the United States (Astin, 1993; Kuh, 2001; Kuh et al., 2005; NSSE 2000, 2003; Pascarella & Terenzini, 2005). Student engagement increases the likelihood of retention and positively affects the overall college experience and grades (Kuh, Kinzie, Cruce, Shoup, & WHEN PARENTS MEET STUDENTS 18 Gonyea, 2007). Engaged students make a psychological investment in learning by taking pride in earning formal indicators of success (grades) and incorporating classroom material in their lives (Newmann, 1992). Students cannot be expected to achieve unless they concentrate, work, and invest themselves in their schooling, which is why student engagement is critical to educational success; to enhance achievement, higher educational institutions must first learn how to engage students (Newmann, 1992). Most published studies on student engagement have focused on traditional students at four year higher education institutions (Cabrera et al., 1992; Li & Killioan, 1999; Murtaugh et al., 1999; Pascarella & Terezini, 2001; Tinto, Russo & Kadel, 1994). Due to this traditional- student focus, the challenges of student parents have been left unaddressed (Borglum & Kabula, 2000). The majority of research has been of a quantitative nature and has focused on more easily measured variables such as age, ethnicity, and gender, rather than focusing on other meaningful constructs that might be more difficult to measure such as personal, family, and work-related conflicts (Sechrest & Scott, 1993). Improving student engagement in higher education has been a central concern of many administrators and instructors (Pascarella, 1982; Rouche & Rouche, 1993; Tinto, 1993). Many institutions realize that nurturing the accomplishment of student parents’ educational goals while managing the roles of both student and parent will promote future success as practicing professionals who fulfill multiple roles (Burris, 2001). To understand student parents and their needs in a deeper context, this chapter will review the demographics of student parents in community colleges. Then, the needs of student parents will be examined. Lastly, current models of support for student parents will be reviewed. WHEN PARENTS MEET STUDENTS 19 Statement of the Problem Student parents are more likely to drop out of college than traditional students (ACSFA, 2012; Horn & Carroll, 1996; IWPR, 2009; Jones & Watson, 1990; National Audit Office, 2007; NCES, n.d.; Provasnik & Planty, 2008; U.S. Department of Education, 2007). This may be due to the unresponsiveness of public higher education institutions towards the needs of these students (Hadfield, 2003) as they continue to maintain an institutional system designed for traditional students (Gilardi & Guglielmetti, 2011). A continued loss of student parents can be expected until these institutions accept this change in demographics (Hadfield, 2003). While institutional support programs make one of the biggest impacts on student success (Braxton et al., 2000; Cofer & Somers, 2001; Gerdes & Mallinckrodt, 1994; Woosley, 2003), they tend to be designed for traditional students, thus exhibiting a lack of concern by institutions towards the needs of nontraditional students (Hadfield, 2003). Most published studies on student engagement have demonstrated that student engagement predicts retention and success at higher education institutions in the United States (Astin, 1993; Kuh, 2001; Kuh et al., 2005; NSSE 2000, 2003; Pascarella & Terenzini, 2005). However, these studies have focused on traditional students at four year higher education institutions (Cabrera et al., 1992; Li & Killioan, 1999; Murtaugh et al., 1999; Pascarella & Terezini, 2001; Tinto, Russo & Kadel, 1994). Increasing the college graduate population has been a national priority (Lederman, 2008), and there is a need to better understand who the student parent population is, what student services programs are in place to support them, and what support services can help them remain engaged in their classes in order to persist to graduation (Hadfield, 2003; McGivney, 2004; Sandler, 2000). WHEN PARENTS MEET STUDENTS 20 Review of Purpose, Research Questions, and Significance of the Study The purpose of this study was to examine the experiences of student parents enrolled at a community college and the support services which they utilize. Student parents who have one or more dependent children aged 17 or younger and who are enrolled as full-time or part-time students were included in the research, which investigated some of the barriers and challenges of student parent success. The study identified, described, and analyzed the support services which were being utilized by student parents as well as the experiences which contribute to student parent engagement. The following questions guided the inquiry: 1. What are the experiences of student parents which can help them remain engaged in order to persist to graduation? 2. What student services are provided to student parents? 3. How do student services personnel at community colleges engage student parents? It is important to study the support services which assist student parents because 60% of student parents are not expected to finish their college degree (U.S. Department of Education, 2007). In order to understand the problems and factors in student parent achievement, the research must focus on interpreting student parents’ experiences. Previous research has addressed similar issues related to nontraditional students, but fails to include the specific needs and factors of success of student parents. This research gave a voice to an understudied population so that appropriate policies, services and interventions may be offered to them, and so that solutions can be identified which will increase rates of enrollment and degree or certificate completion for this student population. WHEN PARENTS MEET STUDENTS 21 Nontraditional Students Researchers agree that there is no precise definition for the term “nontraditional student” (Kasworm, 2003; Merriam, Caffarella, & Baumgartner, 2007). At one time, the term “nontraditional student” referred to students who were a member of an ethnic minority group, those who delayed entry to college from high school, or those who attended classes part-time (Schuetze & Slowey, 2002). Today, many other factors can define the nontraditional student including students who are over the age of 24 years, those who live off-campus, those who are financially independent, full time work schedule while enrolled as a student, having dependents other than a spouse, lack of standard high school diploma, and those who classify themselves as a first-generation student (NCES, n.d.). According to Horn and Carroll (1996), there are also different tiers of being a nontraditional student. They consider a student to be “minimally nontraditional” if they have one of the above characteristics, “moderately nontraditional” if they have two or three of the above characteristics, and “highly nontraditional” if they have more than four of the above characteristics (Horn & Carroll, 1996). Students who were minimally nontraditional were more likely to have earned a degree than were moderately or highly nontraditional students (42%, 17% and 11%, respectively) (Horn & Carroll, 1996). The Horn and Carroll (1996) study found that about two-thirds of highly nontraditional students either had dependents or worked full time, and about one-quarter were single parents. A traditional student may enroll in college for various reasons: lack of employment options, career preparation, fulfilling parental expectations, postponing entry into the workforce, and following the path of one’s peers are a few examples. The nontraditional student may have other reasons for enrolling. An overwhelming 85% of nontraditional students said their WHEN PARENTS MEET STUDENTS 22 motivating factor in attending college was for career advancement (Kasworm, 2003). Nontraditional students may take longer to complete their studies due to family and career obligations, but studies have shown that some earn better grades than traditional students (Ely, 1997; O’Brien & Merisotis, 1996). Due to time constraints in caring for their families, nontraditional students are much less involved in campus activities and may only interact with their peers while attending class (Graham & Donaldson, 1997). This may be due to the the priorities of nontraditional students, which are focused on family-building, career advancement, and community development. Further explaining this is Fairchild (2003), who noted the following: Their perception of higher education changes from a “life-encompassing, identity- building experience, such as the one we hope to provide for traditional-aged students [to an] activity among many in which adults can participate to meet other specific needs, such as learning a new job-related skill or preparing for a new career altogether” (p. 12). Many nontraditional students find it difficult to juggle the roles of student, employee, and family member and that a great deal of assistance is needed in building their self confidence as students, restoring study skills, and time and resource management (Muench, 1987). Their personal apprehensions begin before even enrolling in college, primarily through a fear of rejection from their college application and a negative self assessment (Kim, 2002). Nontraditional students compensate for their initial shortage of confidence and attendance gap by having a solid and clear reason for enrolling in a higher education program, by holding a greater amount of life experiences, and by taking the advice of professors and advisors (Graham & Donaldson, 1997). In a comparison study of 28 traditional and 40 nontraditional students, O'Keefe (1993) reported that the skills of nontraditional students differ from those of traditional WHEN PARENTS MEET STUDENTS 23 students, mainly through difficulty in studying, completing assignments, and taking tests. O’Keefe (1993) also found that the learning capacity of nontraditional students' was greater due to life experience. It is also the willingness and determination to work harder to achieve their educational goals that helps a student get through their courses (Graham & Donaldson, 1997). An At-Risk Population. Being a "high risk" or “at-risk” student is a concept based on an evaluation of the level of negative risk related with educational experience (Jones & Watson, 1990). Jones and Watson (1990) notes that not every nontraditional student is automatically a “high risk” student. Studies show that non-traditional students present a higher risk of dropping out (ACSFA, 2012; National Audit Office, 2007; Provasnik & Planty, 2008).The National Center for Education Statistics (n.d.), NCES, named seven factors that may increase students' risk of attrition. Of the seven factors, two of them include having dependents other than a spouse and being a single parent. It was noted that single student parents have a higher probability of withdrawing due to responsibilities for dependent care compared to married student parents, a rate of 42% to 40%, respectively (IWPR, 2009). Degree completion is directly affected by the risks associated with nontraditional students. In a study by Horn and Carroll (1996), 31% of nontraditional undergraduates who started a bachelor’s degree attained the degree within five years, compared to 54% of their traditional undergraduate counterparts who completed the degree within the same amount of time. The same study concluded that 38% of nontraditional undergraduates stopped attending classes within their first year of college as opposed to 16% of traditional undergraduates (Horn & Carroll, 1996). This is consistent with the findings of the U.S. Department of Education (2007) WHEN PARENTS MEET STUDENTS 24 which found about 50% of nontraditional students with under-age children are more likely to have left postsecondary education after six years than non-parents, who depart at a rate of 31%. Student Parents According a recent study, nearly a quarter of postsecondary students in the United States are parents (IWPR, 2009). Of these 3.9 million students, half are married with women comprising 71% of undergraduate student parents (IWPR, 2009). Student parents are less likely to have a parent who graduated from college, and are more likely to work full time (Miller, 2010). Basic literacy skills of student parents are far behind those of traditional students, and as a result student parents are also more likely to take remedial classes (Miller, 2010). Overall completion rates for student parents is 40% among those receiving bachelor’s degrees, associate’s degrees, and certificates (U.S. Department of Education, 2007). Single parents are more likely to complete a degree or certificate within six years than are married parents, at a rate of 40% completion rate compared to 22%, respectively (U.S. Department of Education, 2007). Single parents at the community college level are also less likely to transfer to a four-year institution to pursue a higher degree (U.S. Department of Education, 2007). Women constitute 71% of the 3.9 million undergraduate student parents, are most likely to be single parents, and classify themselves as low-income (IWPR, 2009). Married parents are more likely than single parents to be working full-time in addition to pursuing postsecondary education, a rate of 51% compared to 43%, respectively (Miller, 2010). Decision to Enroll. Student parents carry pressures and anxieties as they make their decision to enroll (Conrad, 1993). These pressures and anxieties can often lead to increased negative feelings toward entering higher education once again (Conrad, 1993). Cox (2009) reported that anxiety can prevent students from achieving a high level of success. Accessibility, WHEN PARENTS MEET STUDENTS 25 cost-effectiveness, convenience of attendance and flexibility, services, user-friendly campus, geographic proximity, and relevancy to current life needs are primary factors considered when choosing a college (Broekemier, 2002; Kasworm, 2003; Yadegarpour, 2006). Accordingly, 59% of nontraditional students enrolled at institutions which offered programs of two years or less in length, such as community colleges (Giancola, Munz, & Trares, 2008; Kasworm, 2003). The reasons that nontraditional students gave for enrolling in courses include promotion within their career as their primary motive, with alternate reasons including increased self-esteem and fulfillment of intellectual interests (Broekemier, 2002). Nontraditional students also take other factors into consideration when deciding to enroll. The presence of dependent children, age, marital status, and the presence or absence of spousal encouragement were also found to impact the decision to enroll (Broekemier, 2002). White (2001) found that many student parents, particularly women, would have preferred full-time enrollment, but most attended part-time due to family obligations, the need to work, or child care issues. In another study, fathers were often reluctant to enroll in classes full-time because they saw it as tension with their role as breadwinner (Brooks, 2012). These factors give an indication of needed services for engagement and success. Experiences in the Classroom. Student parents bring a wide range of life experiences to the classroom that can enhance their own learning and provide the foundation for new learning (Poison, 1993). The maturity level of nontraditional students and life experiences can lead to high academic achievement (Kim, 2002). Nontraditional students are “more driven” and “more mature” and “appreciate their education more” (Fritschner, 2000). It follows that faculty are an integral part of assisting student parents in their professional development, and yet they may find themselves challenged to accommodate student parents' unique learning needs (Cini & Fritz, WHEN PARENTS MEET STUDENTS 26 1997). Knowles (1984) identified these unique learning needs through his six basic assumptions, which can be applied to nontraditional students and, accordingly, student parents. They are as follows: 1) these learners need to know why they need to learn; 2) they have a self-concept of being responsible for their own decisions; 3) they come to education with a different quality of experience than children and adolescents; 4) they come ready to learn those things they need to know to cope with real-life situations; 5) their learning is problem-centered rather than subject centered; and 6) they are internally rather than externally motivated. The experiences of nontraditional parents can be quite different from traditional students. The traditional students have the opportunity to be highly involved and put forth substantial effort by studying, working on-campus, participating actively in student activities, and interacting frequently with faculty members and peers (Jacoby, 2000). In contrast, nontraditional students do not typically engage in many campus activities, and their social needs are likely met through existing relationships off-campus (Chartrand, 1990). Kasworm and Pike (1994) support this, as they found that nontraditional students engage in fewer interactions with peers than their traditional counterparts. Some studies have shown that social integration is relatively unimportant for nontraditional student success (Chartrand, 1990; Kasworm & Pike, 1994; Metzner & Bean, 1987) while other studies have found peer interaction to be correlated with nontraditional student success (Arnold, Kuh, Vesper, & Schuh, 1993; Cleveland-Innes, 1994; Van Stone, Nelson, & Niemann, 1994). Studies on nontraditional student interaction with faculty differ in their results. In a study by Lynch and Bishop-Clark (1998), it was noted that nontraditional students felt ignored by peers and professors, and that when interaction did occur, these students felt professors treated them differently. These students also reported that professors failed to recognize their life WHEN PARENTS MEET STUDENTS 27 experiences and responsibilities outside the campus and that they often felt frustrated that classroom project meetings were often scheduled around fraternity and sorority parties and other social activities (Lynch & Bishop-Clark, 1998). However, when they were not the minority, nontraditional students felt comfortable in the classroom environment (Lynch & Bishop-Clark, 1998). In a study by Weaver and Qi (2005), a higher percentage of nontraditional students than traditional students reported that they visited their professors in office, 91% to 82%, respectively. Weaver and Qi (2005) also note that nontraditional students are three times more likely to participate in class than their traditional counterparts. Moreover, nontraditional student participation in class was not restrained by fear of peer disapproval or fear of professors’ criticisms. (Weaver & Qi, 2005). Nontraditional students are usually not prepared for amount of responsibilities that come with being a student, and more likely to experience role conflict (Brown, 2002). Many of these students suffer from low self-esteem and are insecure about their abilities (Dickerson & Stiefer, 2006; Morgan, 2001). Studies have also shown that nontraditional students tend to feel isolated and have difficulty finding students they share common interest with (Dickerson & Stiefer, 2006; Morgan, 2001). In contrast with their traditional counterparts who draw support from peers and faculty, nontraditional students have limited interactions with other groups within the college community, and therefore draw support from external sources such as family, coworkers, and friends (Bean & Metzner, 1985; Graham & Gisi, 2000; Kasworm & Blowers, 1994). Barriers to Persistence. Studies have shown that student parents have a high level of non-persistence in the community college sector (Berkner, He, Mason, & Wheeless, 2007). Barriers to success in postsecondary programs for student parents were noted in the 2008 WHEN PARENTS MEET STUDENTS 28 National Postsecondary Student Aid Survey, administered by the U.S. Department of Education (Miller, 2012). Having children and raising a family while trying to complete homework assignments and study for exams introduces new barriers to an already difficult and often overwhelming process (Detore-Nakamura, 2003; Gerber, 2005; Jirón- King, 2005; O’Reilly, 2002). The academic process, from admissions to scheduling classes, was also named as a barrier to persistence, along with childcare, transportation, and finance issues (Bianchi, 1990). Situational barriers hinder student progress as well. Both single and married student parents reported a great deal of time spent caring for dependents. Studies have shown that sixty-eight percent of married parents and fifty-six percent of single parents spent 30 hours a week or more on caring for dependents (IWPR, 2009). Sixty-eight percent of those students were mothers (IWPR, 2009). One study of graduate student parents found that student parents spend between 95 and 102 hours per week on their paid and unpaid duties, which include those duties within salaried positions and duties in the home (Mason, 2006). Childless graduate students were found to spend 75 hours on similar duties (Mason, 2006). With time stretched thin between all of the obligations for the student parent, they are less likely to have time for involvement on campus (Astin, 1993). The responsibility for taking care of their dependent children remains the first area of importance for most student parents (Wilson & Cox, 2011). Student parents are likely to delay enrollment partly because of childcare responsibilities (Bozick & DeLuca, 2005; Horn, Cataldi, & Sikora, 2005). The strained relationship of being both a parent and a student can create a major barrier and cause difficulties and/or prolong their education. Studies of retention among married students suggest that family responsibilities may sometimes hinder academic persistence, more so for females as they often are the principal manager of all household WHEN PARENTS MEET STUDENTS 29 responsibilities (Astin, 1993; Domar, 2000) As a result of this internal conflict, student parents may experience guilt about time spent away from their children while in class or working on assignments, apprehension and trepidation about the quality of the childcare they have chosen, and anxiety about the added budgetary strain from child care expenses (Terrell, 1990). One early study by Gilbert and Holahan (1982) found that female student parents reported higher levels of overall role conflict than male student parents. Family support, defined as help getting children to school or caring for children, along with emotional support, was named as an important life experience contributing to the student parent's ability to manage dual roles (Burris, 2001). The Advisory Committee on Student Financial Assistance, ACSFA (2012), notes that financial barriers are a key cause of part-time and postponed enrollment. Attending college can present its own financial barriers for student parents as they find themselves bereft of funds, time to attend college, and are not able to work and go to school (McAtee & Benshoff, 2006). In fact, many student parents leave college when financial burdens and time constraints become overwhelming. A study by Miller, Gault and Thorman (2011) found that student parents are more likely than traditional students to state financial difficulties as the cause for withdraw from college. The aid that student parents do receive does not cover their expenses as they have much higher amounts of unmet financial need than do other students (Miller, 2012). Therefore, they rely frequently rely family, friends, or neighbors in order to obtain child care or make ends meet (Miller, 2012). Since student parents are more likely than traditional students to drop out of school, they are also more likely than traditional students to possess student debt without the benefit of a postsecondary degree (U.S. Department of Education 2002). Moreover, some single student parents must spend over half of their income on housing expenses, leaving them with less WHEN PARENTS MEET STUDENTS 30 money for educational expenses and at risk to housing crises that can easily interrupt their pursuit of a degree (Bush, 2010). Unique Needs, Concerns, and Goals. Even though they are prominent in higher education, nontraditional students are still not adequately served in the higher education community (ACSFA, 2012). Research focusing on the potentially unique needs of student- parents is limited (Springer, et al. 2009). Nontraditional students report that student services have been helpful, and yet need the most improvement (Kim, 2002). Lundberg (2003) points out that this may be due to the fact that while the number of nontraditional students has increased, an understanding of the unique factors that predict adult student success has not increased. This may be why nontraditional college students find that many colleges still offer inconvenient class times, inadequate financial aid, and a college system which is not always user-friendly. Hadfield (2003) writes: Students may show up for evening and weekend classes and find darkened buildings whose only lighted area is the classroom for the course. The business, financial aid, academic advising, and other student support offices have been closed since five o’clock. Our behavior communicates the message that [these students] are not “real” students. (p.450) This way of conducting business could have a contradictory effect: while institutions encourage student parent enrollment in the college system and emphasize lifelong learning, they do not show concern for understanding student parent needs and circumstances, maintaining an institutional system designed for a very different type of student (Gilardi & Guglielmetti, 2011). In a study done by Matus-Grossman and Gooden (2002), student parents identified several factors that influence their ability to enroll in community college including stable child WHEN PARENTS MEET STUDENTS 31 care; personal support from family members, peers, and college faculty and staff; and accommodating employers. It is this type of support outside the classroom which can assist the student parent in remaining engaged inside the classroom. In another study by Benshoff (1993), students also identified the need for health services and publications for adults, which are often not available to these students. Fostering a Supportive Environment. Institutional support programs have an impact on student success (Braxton et al., 2000; Cofer & Somers, 2001; Gerdes & Mallinckrodt, 1994; Woosley, 2003). The U.S. Department of Education (n.d.) defines student support services as services which provide opportunities for academic development, assist students with basic college requirements, and to motivate students toward the successful completion of their postsecondary education. Other basic support services include financial aid, student life development, career services, counseling, child care services, academic tutorial services, disabled student resources, testing and assessment, and college libraries (Nuss, 1996). Current studies offer suggestions for higher education institutions to implement to improve nontraditional student success (Hadfield, 2003; Purslow & Belcastro, 2006; Sundberg, 1997; Urchick, 2004). Recommendations include improved customer service, later office hours, convenient advisor appointment times, varying methods for delivery of instruction, and institutional sponsorship of nontraditional student organizations (Hadfield, 2003; Purslow & Belcastro, 2006). Also mentioned were admissions policies which facilitate ease of entry, family- friendly social activities, quality relationships with faculty and staff, and child-care centers (Hadfield, 2003; Purslow & Belcastro, 2006). A study on successful strategies which support single student parents identified affordable housing as one important factor to ensuring student success (Women Employed, 2011). Thorman, Otto and Gunn-Wright (2012) noted that any WHEN PARENTS MEET STUDENTS 32 initiatives to make safe and affordable housing possible for student parents will increase the likelihood that they will complete their degree. These changes, actions, and services also demonstrate that the institution believes that the needs of nontraditional students are equally as important to the institution as those of traditional students (Hadfield, 2003; Purslow & Belcastro, 2006). A negative relationship was found between perceived effectiveness of support services and the extent of role conflict experienced by student parents (Hammer, Grisby, & Woods, 1998). Smith (1995) found that the quality of the relationship between an advisor and the advisee is a vital factor in a student’s academic progress, especially when the student is close to graduating (Tinto, 1993). Wisker, Robinson, Trafford, Lilly, & Warnes (2003) argue that two important factors that student service staff members must have when assisting nontraditional students in completing their degrees are flexibility and emotional intelligence. In fact, White (2001) maintained that in order to help a nontraditional student deal with the challenges mentioned in this review of the literature, administrators and student services personnel must do all they can to make available a supportive campus atmosphere. Unlike their traditional counterparts, nontraditional students will not likely become involved in co-curricular activities on their own (Rendón, 1994), and the stress of asking for assistance is greater in nontraditional students when compared with their traditional-age peers (Conrad, 1993). In a study of nontraditional students involved in multiple roles such as student, spouse, parent, employee, and civic volunteer, students employed full-time used less institutional services for assistance, but tuition increases had a direct effect on the usage of institutional services (Keith, 2007). In this same study, nontraditional students who had characteristics which were closest to traditional students increased their utilization of student services (Keith, 2007). WHEN PARENTS MEET STUDENTS 33 Therefore, one can conclude that the more roles that a nontraditional student undertakes, the less likely they will be to utilize the institution services, possibly as a result of insufficient time. This is why higher education institutions must create academic and social environments in and out of the classroom which make the nontraditional student feel validated (Kim, 2002). Communities like these can be developed in the classroom by giving personalized attention to nontraditional students, encouraging and promoting positive reinforcement from faculty members, promoting engaged learning, supporting a nontraditional student’s aptitude for learning and accepting challenges, and by nurturing a positive classroom climate which is sensitive to the various cultures (Kim, 2002). For a nontraditional student to feel supported outside of the classroom, communities can also be founded with a positive and welcoming campus climate which unites both the cognitive and the social dimensions of the institution (Nora, 2002). Developing support services for student parents will significantly improve the student experience in community college. This study will uncover some of the experiences and perspectives of student parents. Support Services for Student Parents Student Affairs is the department or division of services and support for students at institutions of higher education to enhance student growth and development in the United States and abroad (National Association of Student Personnel Administrators, n.d.). Student affairs professionals are well positioned to establish the campus conditions that affirm students as well as provide the programs and services to meet their academic and social needs outside the classroom (Manning, Kinzie, & Schuh, 2006). These professionals also work with students to provide them with information about a variety of campus functions (Hirt, 2006). WHEN PARENTS MEET STUDENTS 34 Support services available to assist student parents vary by higher education institution (Medved & Heisler, 2001), as there are multiple ways in which colleges can support student parents. This includes mentoring, childcare during classroom and study hours, extending academic deadlines, and making an effort to create family-friendly university cultures including modest funding for childcare during conference participation, lactation rooms, and changing table space. While these students have clear ideas about their educational goals, they often struggle to balance their academic pursuits with their personal lives and family responsibilities (Andres & Carpenter, 1997; Brus, 2006). Both student parents and the student services practitioners cite the importance of affordable child care on campus (Gmelch, 1998). This is consistent with research done by Keyes and Boulten (1995), who found that over 80% of student parents attending community college reported the availability of child care was very important in their decision to enroll in college courses and 46% reported that campus child care was the most important factor when enrolling in college. Further, nearly 60% of student parents stated that without child care services they could not have continued in college (Keyes & Boulten, 1995). Studies have shown a positive relationship between the availability of child care services on college campuses and retention rates as well as a higher dropout rate for student parents who lack childcare for dependent children younger than thirteen (Carney-Crompton & Tan, 2002; Gittel, 1986). In another study, the success rate of student parents with access to child care services on campus was notably higher than the general student population (Fadale & Winter, 1991). Child care services can be a significant source of support in helping student parents succeed, as the opportunity for meeting other student parents is supplied (Fadale & Winter, 1991). Some centers also have readily accessible academic advisors or counselors specifically assigned to the child care facility to WHEN PARENTS MEET STUDENTS 35 discuss academic, personal, or parenting issues (Institute of Women’s Policy Research, 2009). In 2012, 57% of public four-year institutions in the United States had a campus-based child care center while only 49% of public two-year institutions had on-site child care centers (NCES, n.d.). Springer, et al. (2009) found that fewer than 15% of departments in colleges they surveyed offered family-friendly space, childcare funding, or training on issues faced by student parents. Townsend (1995) found that other needed support services identified for student parents include re-entry counseling, financial support, crisis intervention services, peer group support meetings, and mentoring programs and workshops. In one college, Green (1998) even suggested that a swift transition to college was possible through the creation and implementation of a Re- Entry Student Center that incorporated all phases of a nontraditional student experience. The following student support programs should be made available: special orientation sessions (Cox & Ebbers, 2010; Johnson, Schwartz, & Bower, 2000); specialized counseling (Johnson, et al 2000); Padula, 1994); financial aid counseling (Johnson, et al 2000, Padula, 1994); child care facilities (Johnson, et al 2000, Padula, 1994); mentor programs (Cox & Ebbers, 2010; Padula, 1994); flexible or nontraditional hours of operation for college offices; extended hours for class registration (Padula, 1994); peer support groups (Johnson, et al 2000: Padula, 1994); and group therapy sessions (Cox & Ebbers, 2010; Padula, 1994). Fairchild (2003) also found that counseling tailored to the nontraditional student and assigned advisors who work solely with the nontraditional student are beneficial for this student population. Professional development opportunities tailored to student parents, such as a session on going on the job market while pregnant or with an infant are currently being offered in a few colleges (Springer, et al. 2009). Some colleges provide formal or informal community-building and support groups, which can encourage information-sharing, mutual assistance facing academic and child care challenges, and WHEN PARENTS MEET STUDENTS 36 opportunities to build the social support and self-efficacy (Quimby & O’Brien, 2006). For some student parents, support groups like these provide an outlet for stress and can serve as a key motivator straight from the start. Many student parents have difficulty accessing information about services which are available to them. This may mean that students may potentially leave their program believing there is no way to accommodate their parental and student status (Springer, et al. 2009). Obviously, family-friendly facilities and programs are not useful if student parents cannot locate them or are unaware of their existence. In one recent study by Springer et al. (2009), the following was noted: One of the authors called her university’s women’s center to find out the location of lactation rooms and/or changing tables. The women’s center directed her to call the university general information line, which transferred her to university facilities, which then transferred her to operation services where she left a message that has yet to be returned. At this same university, a reference librarian laughed outright at a graduate student mother who asked about a discreet place to express breast milk. The student ended up pumping milk over the sinks in the public restroom while other library patrons came and went. (p.450) Simple, inexpensive changes which are signifiers of a family-friendly culture and a powerful way to show support for all parents on campus are the availability of lactation rooms and changing tables. College bathrooms frequently lack apt diaper changing space, as the message in this absence is clear—small children are not expected or welcome (Springer, et al. 2009). WHEN PARENTS MEET STUDENTS 37 Community Colleges Representing more than 44% of all undergraduates in the United States, community colleges are vital to the postsecondary education system (American Association of Community Colleges, 2009). Nearly 12 million students enrolled at the approximately 1,200 community colleges across the United States (American Association of Community Colleges, 2009). These colleges provide open access admissions and education, a comprehensive educational program, and a commitment to teaching and lifelong learning (AACC, 2009; Cohen & Brawer, 2008). Research demonstrates that community colleges are the most financially, geographically, and academically accessible route to higher education with their certificate, associate, and bachelor degree programs, as well as workforce development, skills training, and noncredit opportunities (AACC, 2009). California Community Colleges make up the largest system of public higher education in the United States, with nearly 2.5 million students at 110 colleges (California Community College Chancellor’s Office, 2006). They are part of the California Master Plan for Higher Education, developed in 1960 by the UC Regents and the State Board of Education (“Master Plan,” 2009). The Master Plan was set up as a system of postsecondary education to define roles for the three different types of institutions in place: University of California, California State College, now California State University, and the California Community Colleges system (“Master Plan,” 2009). The mission of California Community Colleges is to offer general education, provide 2–year associate degree programs, prepare students who plan to transfer to 4- year colleges or universities, offer occupational education and certifications, offer single courses to upgrade skills, and offer enrichment through credit and non credit courses (California Community College Chancellor’s Office, 2006). WHEN PARENTS MEET STUDENTS 38 Community college programs are offered to a diverse student body. Forty percent of community college students are enrolled full-time and average 29 years old (AACC, 2009). Aside from minorities, women, and rural students, community colleges serve many non- traditional and part-time students who may otherwise have had a hard time receiving a higher education (Cohen & Brawer, 2008). Twenty-nine percent of students are parents (U.S. Department of Education, 2007), 73% attend part-time, 80% work and have significant family responsibilities, and over 55% are men and women of color (California Community College Chancellor’s Office, 2006). The missions of community colleges are directed toward current economic concerns and the requirements of the private sector (Levin, 2000). Many community colleges are facing dramatic reductions in state appropriations stemming from the United States’ economic standstill (Kahlenberg, 2012). As a result, cuts in funding have sparred a hiring freeze, staff reductions, and a scaling back of popular academic programs (Kahlenberg, 2012). While cutbacks have affected various parts of community colleges, nontraditional student services continue to include job placement services, services for those with disabilities, and, at times, childcare (AACC, 2009). Student success and student access are assessed regularly in community colleges, and are both taken into account by state policymakers and local college officials when creating policy and budget decisions (AACC, 2009). Student Engagement The quality of undergraduate education is improved by increasing student engagement (Astin, 1993; Chickering & Gamson, 1987; Kuh, 2001; Pascarella & Terenzini, 2001). When community college administrators have an understanding of what keeps their students engaged on campus, it gives them an opportunity to create campus-wide programs which can enhance the WHEN PARENTS MEET STUDENTS 39 learning experiences at their institutions. Student engagement reflects the amount of physical and psychological time and energy that students invest in both out-of-class and in-class experiences (Astin, 1993; Graham & Gisi, 2000). More recently, the term engagement is used to represent constructs such as quality of effort and involvement in productive learning activities (Kuh, 2009). Studies have provided empirical evidence which supports the notion that engagement in the campus community has a direct, positive effect on student learning and development (Graham & Gisi, 2000; Morgan, 2001; Whitt, 1994). Engagement influences the level of commitment during the academic journey, enhances their educational experiences, increases personal development outcomes, and thus the likelihood of successfully completing that journey (Gilardi & Guglielmetti, 2011; Pace, 1980). There are many forms of student engagement on college campuses, including interaction with faculty/staff, interaction with peers, academics, and participating in student organizations, honor societies, student government, community service, and athletics (Morgan, 2001; Pascarells &Terenzini, 2001). Student engagement, retention, and development theorists (Astin, 1999; Kuh, 2009; McClenney, Marti, & Adkins, 2006; Pascarella & Terenzini, 2005; Tinto, 1993) suggest positive correlations between engagement, student learning, and persistence (Hunter & Linder, 2005). Kuh (1995) also observed that when students participate in study groups and tutoring sessions, it can benefit their educational outcomes and personal development. When students participate in service learning, work experience, and internships, it can lead to deeper levels of learning (Kuh, 1995). Links between engagement and psychosocial and moral development (Jones & Watt, 1999) as well as post-college career earnings (Hu & Wolniak, 2010) have also been identified. Becoming involved in these types of activities can increase a student’s sense of leadership, capability, and self-confidence in future career endeavors (Cantor, 1995; Shumer, 2001). WHEN PARENTS MEET STUDENTS 40 The degree and quality of engagement is dependent on the extent of participation put forth by faculty and students (Bridges, Kuh, & O’Day, 2001; Kuh, 2001). It is dependent upon the drive of the student to participate in and contribute to classroom activities. Nontraditional student engagement occurs heavily in the classroom because these students are less likely to participate in extracurricular activities due to their time constraints (CCCSE, 2008). Engaging student parents in various interactions with peers, faculty, and staff on the college campus can prove to be difficult. This is supported by Graham and Gisi (2000) who stated that lack of interaction and involvement in out-of-class activities can have consequences for nontraditional students as they miss out on key elements of the college experience. Benefits of Student Engagement for Student Parents. Student engagement has been recognized as a valued process for a long time. Engaged students tend to have higher educational aspirations than students who were not engaged (Moore, Lovell, McGann, & Wyrick, 1998; Pascarella & Terenzini, 2001). But engagement is not limited to traditional students. There are several populations within the campus community who would benefit from being engaged (Moore, et al., 1998), namely, student parents. Involvement in high quality out-of-class experiences contributes to learning, development, and satisfaction of nontraditional students (Whitt, 1994, as cited in Morgan, 2001). Nontraditional students that are engaged report having increased confidence, better time management skills, and a connection to the institution (Morgan, 2001). Involvement opportunities for student parents should include opportunities which consider the multiple demands of their time, involve peer interaction, and build confidence and self-esteem. In a recent study by Gilardi and Guglielmetti (2011), important variables in supporting the continuation of studies and engagement of nontraditional students were lectures, WHEN PARENTS MEET STUDENTS 41 learning support services (i.e. library and evening lectures), interaction with the lecturers outside the classroom, and cultural activities organized by the faculty or the university. These researchers also highlight emerging trends towards socializing through online instruments such as Facebook and Twitter. Kasworm (2005) supports this through his research on nontraditional students in community colleges, stating that building relationships with faculty members and other students plays a crucial role in retention through a stronger sense of integration for these students. Many nontraditional students are involved in activities such as adult student orientation, homecoming, student government, and volunteering at the campus daycare center (Morgan, 2001). Involvement in these extracurricular activities significantly increases marketability in most fields of the job market and enhance the interpersonal and leadership skills that are essential to job success (Astin, 1993; Moore et al., 1998; Pascarella &Terenzini, 2001). The best product of engagement is retention of the student parent. It is an indicator that the student was active and engaged in their learning and development process to the extent that they completed their degree at a given institution (Moore et al., 1998). Student Engagement as Theoretical Framework for this Study. Theoretical frameworks guide a data collection process and serve as lenses which help develop and investigate the relationship between student support services and student parents. While popularly utilized models such as that of Astin (1999), Bean (1983), and Tinto (1993) are useful in explaining traditional student behavior, doubts have been expressed about the validity of generalizing these constructs to explain non-traditional student behavior (Bean & Metzner, 1985; Cabrera, Nora, & Castaneda, 1993; Donaldson, Graham, Kasworm, & Dirkx, 2000; Gilardi & Guglielmetti, 2011; Sandler, 2000; Taniguchi & Kaufman, 2005). Nora's (2003) WHEN PARENTS MEET STUDENTS 42 Student/Institution Engagement Model addresses pre-college, institutional, and environmental factors which are associated to the college experience that influence student persistence and graduation. Often cited by other researchers, evaluators and policy makers, this model is an expansion of Nora and Cabrera’s (1996) Student Adjustment Model, which was originally developed based on both Tinto’s (1975) Student Integration Model and Bean's (1980) Model of Student Departure (Nora, 2003). For this reason, Nora’s (2003) Model of Student Engagement for college student retention is the theoretical framework which will be employed in this study. As previously mentioned, student engagement requires a commitment from both the institution and the student to put forth an effort (Avendano, 2003). Nora’s (2003) Student Engagement Model emphasizes the unique interaction between the student and the institution. Influenced by a variety of elements, this interaction produces a connection, such as engagement, between the student and the institution which ultimately leads to persistence (Nora, 2003). The Student Engagement Model offers six major parts: (1) precollege/pull factors, (2) sense of purpose and institutional allegiance, (3) academic and social experiences, (4) cognitive/non- cognitive outcomes, (5) goal determination/institutional allegiance, (6) and persistence. Figure 1 (below) depicts both the major components and the subcomponents involved. WHEN PARENTS MEET STUDENTS 43 WHEN PARENTS MEET STUDENTS 44 Pre-college factors and pull-factors that influence the experiences of a student parent include past experiences, prior academic achievement, financial circumstances, and specific psychosocial factors as a result of home and school environments (Nora, 2003). The level of encouragement and support from family and significant others also play a crucial role. Educational aspirations and the commitment a student has in attending and graduating from a specific institution provides a student with a sense of purpose to attain a degree at that institution. Academic and social experiences of students are also significant, which includes formal and informal interactions students have with faculty, a collaborative learning environment in and out of class, social experiences, a perception of the campus climate and a sense of tolerance and acceptance associated with the campus, positive mentoring experiences, and encouragement and support from faculty and staff which can lead to student validation as an individual in a classroom. Cognitive and non-cognitive outcomes include academic performance and intellectual development, affected by perceived and actual intellectual gains, a value of diversity and acceptance of others, and an overall sense of self-esteem and efficacy. All of these lead to persistence of the student, and all of these factors ultimately impact the experiences of a student parent. Summary This review examined studies that provide insight into the various elements that can lead to the support and engagement of student parents in the college environment. Nontraditional students, student parents, student engagement were also reviewed. Using Nora’s (2003) model as a theoretical framework to guide the study, vital support services for student parents were reviewed along with the community college system, its mission, and students. In Chapter 3, the methodology for the study will be addressed. WHEN PARENTS MEET STUDENTS 45 CHAPTER THREE: METHODOLOGY This section begins with a brief introduction and includes a review of the purpose statement and research questions. It is followed by an overview of the different types of qualitative research which will then establish a rationale for the types of methodology adopted in this study. The criteria aFnd method for participant selection as well as an explanation of the data collection process will be discussed. Because the researcher is an integral part of the research process, the researcher’s background, experience, and personal interest in the subject is discussed. The data analysis section also defines how the results will be analyzed. Finally, a section on data verification is included in the both the planning and implementation of the study. Introduction and Design of the Study A qualitative approach is used when little is known about a particular phenomenon and when one seeks to gain a perspective that will be unique, new, and richly detailed (Creswell, 2007). Due to the lack of data and anecdotal information researching the perspectives of student parents, there is little known about the impact of student services on the engagement of this population. The purpose of this study was to examine the experiences of student parents attending community colleges as well as the student services that support them. The overall aim of the study was to contribute to existing literature and develop student support services for this population in higher education. The following questions were explored in this study: 1. What are the experiences of student parents which can help them remain engaged in order to persist to graduation? 2. What student services are provided to student parents? WHEN PARENTS MEET STUDENTS 46 3. What support services can help student parents remain engaged in their classes in order to persist to graduation? Unlike previous studies which have focused primarily on traditional students in four-year colleges, this study contributed to the limited literature on student parents and added a different dimension by studying this population in community colleges. Qualitative Research Researchers employ a qualitative research methodology when they are interested in exploring in-depth information about a specific phenomenon. The goal of qualitative research is to understand the nature of constructed realities via participant communication about their experiences (Glesne, 1999). One way to gain that understanding is to use interviewing, which Patton (2002) states is the way to enter into another person’s perspective. Seidman (2006) describes interviewing as “understanding the lived experience of other people and the meaning they make of that experience” (p. 9). Qualitative inquiry includes the use of interviews with smaller sample sizes for the purpose of revealing details which are focused on individual perception (Patton, 2002). This methodology assumes that the meaning people make of their lives is a direct result of the interactions they have had with the people in their environment (Merriam, 2002). The meaning people make of their lives, also known as perceived reality, is constantly changing and adapting. It is this way of viewing the world which takes into account people’s different thoughts, actions, and interactions. This type of research will allow a reader to decide if the results are practical in their individual situation (Patton, 2002). The focus of qualitative research comes from a desire to understand the meaning that people make from their experiences, and, for this reason, the use of qualitative methods was necessary for this study. WHEN PARENTS MEET STUDENTS 47 In comparison to quantitative methods, interviews have many advantages for communicating with and gathering data from informants in this study. One of the advantages includes greater flexibility in questioning the participants (Merriam, 2009). For this type of research, it was important to be able to explore, probe, and pursue indicators during the interview, and make discoveries. For this reason, face-to-face interviews were crucial to the success of this study, as they allowed for increased chances for participants to impart accurate and complete information immediately (Attinasi & Richardson, 1983). Quality is usually dependent upon the skill of the interviewer. Fontana and Frey (2000) add that rapport established between the interviewer and interviewee greatly impacted the findings of a study. Because this study is geared towards understanding the experiences of student parents and their perceptions of student services, the methodology called for qualitative inquiry as the most effective framework for data collection and analysis. Types of Qualitative Research. Qualitative methodologies include: basic interpretive approach, grounded theory, case study, phenomenology, ethnography, narrative analysis, critical research, and postmodern research, among others (Merriam, 2002). From this list, the basic interpretive research type recognizes that people construct knowledge both individually and in groups. This study focused on the experiences of student parents and developing an understanding of how student services contributed to student engagement. The influence that student services have on a student parent’s academic life is an area that is rich with anecdotal stories. Even though a survey could have brought to light the experiences of student parents and their perceptions of student services numerically, the basic interpretive methodology was utilized to complete in-depth interviews that offered insights into these experiences. WHEN PARENTS MEET STUDENTS 48 Setting Purdue Community College 2 is a large, public, 2-year institution located in Northern California (NCES, n.d.). It serves approximately 7,600 students (NCES, n.d), which is larger than most community colleges. While the number of student parents is not tracked at this institution, Purdue College’s Extended Opportunity Programs and Services (EOPS) program has been serving over four times the amount of nontraditional students than allocated by State funding, indicating a large target population (“Program Review,” 2009). Purdue College is accredited by the Accrediting Commission for Community and Junior Colleges of the Western Association of Schools and Colleges, and its mission includes providing diverse communities with educational opportunities, promoting student success, and transforming lives (“College Catalog,” 2011). Aside from academic excellence and a commitment to diversity, Purdue College values include a focus on innovation and flexibility while promoting a quality and collegial workplace (“College Catalog,” 2011). Formerly known as Purdue College for Non-Traditional Study, Purdue College transfer courses are structured into guaranteed afternoon, evening and Saturday schedules so that students can complete University of California and California State University transfer requirements, even if they work full time (“College Catalog,” 2011). There are 16 student service departments available to Purdue College students, including State Work Opportunities and Responsibilities to Children (SWORC), free child care at a sister college, Extended Opportunity Programs and Services (EOPS), PACE (Program for Adult College Education), and Transfer and Career Center. According to the National Center for Education Statistics (n.d.), Caucasians make up 27% of the student population, Blacks or African Americans make up 19% of the student 2 Pseudonym WHEN PARENTS MEET STUDENTS 49 population, Asians make up 16%, Latinos make up 12%, Filipinos make up 2%, less than 1% were Native American, and 15% declined to state. Since Purdue College has a large target population and an emphasis on serving nontraditional students through specially designed programs and scheduled classes, it was an ideal research site for this study. Participants The target population was student parents at Purdue College. While the National Center of Education Statistics (n.d.) acknowledges that there is no precise definition of a nontraditional student, a student who identifies as either having dependents other than a spouse and/or is a single parent (either not married or married but separated and has dependents) is considered a nontraditional student. Student parents are those who have one or more dependent children aged 17 or younger and who are enrolled as full-time or part-time students. The sample drawn from the target population was selected by purposeful criterion sampling, a selection process where subjects are selected based on a characteristic (Patton, 2002). This was done in order to produce an information-rich in-depth study (Creswell, 2007; Patton, 2002). Participant Selection for Interviews. The researcher solicited students through a posted announcement in the college hallways and bulletin boards. The researcher also requested that faculty members make announcements in their classes. College staff members from other departments also assisted in identifying and referring students who were eligible to participate. The announcement explained the purpose of the study and requested their participation in a brief online survey, which was found at a posted link (see Appendix A). To encourage students to participate in the survey, the poster announced an incentive of the opportunity to win a gift card to a retail store by completing the three-question survey. The survey requested that the students WHEN PARENTS MEET STUDENTS 50 report basic demographic information, information about their child(ren)’s age(s), and indicate their willingness to participate in an interview with the researcher. The announcement was approved by the president of Purdue College before its dissemination. The purpose of the survey was to gather demographic information, discover who the student parents are, and reveal potential interview participants for the study (Appendix B). Students who indicated a desire to participate received a follow-up phone call or email based on the respondents preferred method of communication to schedule a 60-minute interview. In a study on the proper amount of interviews in a study in order to reach saturation, Guest, Arwen, and Johnson (2005) found that saturation occurred within the first 12 interviews. For most studies where the aim is to understand common perceptions and experiences among a group of relatively homogenous individuals, researchers found that 12 interviews should suffice (Guest et al., 2005). To err on the side of caution, the researcher interviewed 12 student parents and five staff members. In order to recruit 12 to 20 individuals, the announcement was posted and the online survey was activated on November 5, 2012. Once willing respondents replied to the online survey, the researcher made note of the participants who were willing to take part in the interviews and cross-referenced each respondent with the sample criterion to ensure that they had one or more dependent children ages 17 or younger. The researcher then contacted the remaining students to verify their willingness to participate in an interview. Because research has shown that recruitment incentives help in participant enrollment (Berger, Begun, & Otto-Salaj, 2009), a $25 gift card, appropriate for the time spent on the study, was offered as a thank you to students who participated. WHEN PARENTS MEET STUDENTS 51 Support Staff Sample. To provide additional perspective into the student parent experience, student support staff were interviewed. One student support services staff member was selected from each of the following departments for an interview: Admissions, SWORC, Counseling Office, Financial Aid, and Duo. These five departments were identified by Purdue College staff members as frequently used offices by Purdue College students. Interviewees were in positions with direct advising and/or counseling roles. The researcher requested that the head of each of the identified departments circulate a request for staff volunteers. Once volunteers were identified, the researcher contacted the candidates to set up an interview. Data Collection Student participants who indicated a willingness to participate in an interview were contacted by phone or email to schedule an interview time. The participants were given the opportunity to review the interview questions and select a location for the interview. The researcher also contacted the student support offices frequently used by student parents to request their participation in the study. Data Collection Process. In a review of interview methodologies, qualitative researchers frequently mention the use of a single interview (Bogdan & Biklen, 2003; Creswell, 2007; Fontana & Frey, 2000; Patton, 2002). In addition, the literature on student parents suggests that these students are busy individuals and thus it is important to respect their time and the effort that participants are willing to offer. Therefore, the researcher scheduled one interview. Once chosen for the study, the researcher provided each participant with an information sheet and reviewed the form with the participant prior to starting the interview (Appendix C). The researcher explained that she would be taking field notes during the study in addition to using a digital recorder. WHEN PARENTS MEET STUDENTS 52 Patton (2002) describes good qualitative questions as those that are “open-ended, neutral, singular, and clear” (p.353). He continues by stating that asking “what” questions will help bring about information-rich data while Seidman (2006) adds that questions which ask “how” will do the same. The questions designed for this interview were designed to allow the participant to respond in whatever manner they chose in order to share their experience as a student parent or student support staff at Purdue College. In order to develop a mutually rewarding relationship with study participants, the researcher must gain insight into a participant’s unique beliefs and perceptions through established and maintained trust with the participant (Erickson, 1990). To help establish trust, the researcher reassured all participants prior to the interviews that the discussion taking place would not be used for any purpose other than this study. The researcher also informed the study participants of their option to withdraw from the study at any point during the course of the study. Interview questions focused on student experiences such as student motivation to attend and persevere in their college courses, self-efficacy, challenges and supports they came across as a student parent, and strategies and support networks for success. Throughout the interview, the researcher asked for clarification to ensure that the most important points of the interview questions were properly understood and recorded. Field notes were taken prior to, during, and after the interview in order to record both the environment and the details which could not be captured on digital recording. The length of the interview was between 30 to 60 minutes. A transcribed copy of the interview was mailed to each participant to make corrections, additions, or deletions. WHEN PARENTS MEET STUDENTS 53 Audio recordings were destroyed once the transcription process had been completed. Written transcripts were stored in a password-protected file on a portable USB drive which were stored in a locked filing cabinet in the office of the researcher and will remain there for one year following the completion of the study. Data Analysis Data analysis requires “reducing the volume of raw information, sifting trivia from significance, identifying significant patterns, and constructing a framework for communicating the essence of what the data reveal” (Patton, 2002, p. 432). The data was analyzed using Creswell’s (2007) six steps of data analysis. First, the researcher organized and prepared the raw data. Because data that is generated by qualitative methods is plentiful (Patton, 2002), the researcher made sure that all details and information that had been gathered was complete. Digital recordings from both student and staff interviews were transcribed verbatim following the interviews. To protect each participant’s identity and still differentiate between each interview, each recording was given a non-identifying numbered descriptor before analysis. The next step in data analysis was a review of all professionally transcribed transcripts and field notes, as suggested by Creswell (2007). Recorded and written interviews were closely reviewed with special attention paid towards wording used by participants to describe their experiences while the researcher took extensive notes. The third step was “chunking” the information into meaningful categories in order to allow for the examination and interpretation of the data. As discussed in Chapter Two, Nora’s (2003) Student Engagement Model has six elements which are asserted to produce a connection (engagement) between the student and the institution, ultimately leading to persistence: academic and social experiences of students; precollege/pull factors, sense of purpose and institutional allegiance, academic and social WHEN PARENTS MEET STUDENTS 54 experiences, cognitive/non-cognitive outcomes, goal determination/institutional allegiance, and persistence. From these factors, codes were created to capture the essence of the meaning unit in this study. Each code was given a textural description. Codes, symbols, and their description are described in Table 1. Table 1 Nora’s Six Elements of Engagement Symbol Code Name Textural Description of Code ! Precollege/Pull Factors Past experiences, prior academic achievement, financial circumstances, level of encouragement and support from family and significant others. @ Purpose/Allegiance Educational aspirations and commitment to attend and graduate. # Academic/Social Experiences Student perceptions of the relationship between student and support staff. Opportunities for academic and social integration. Provision and utilization of support services that promote student success. $ Cog/Non-Cog Outcomes Demonstration of investment in the students and validation of their presence on campus. % Goal Determination Student perceptions of sense of belonging, whether the attainment of their education goal was a worthwhile experience. ^ Persistence Demonstration of investment in their education through persisting to the next semester and/or higher degree. While Nora’s (2003) Student Engagement Model has previously used for studying minorities and first-generation students, the researcher applied this model to this study on student parents, an innovative way to review student parent engagement. Chapter 2 discussed the various student services currently available to student parents, and those services which the literature stated that student parents wished to see on campus. From these services, codes were created to capture the essence of the meaning unit in this study. Each service was given a textural description. Codes, symbols, and their description are described in Table 2. WHEN PARENTS MEET STUDENTS 55 Table 2 Student Services for Student Parents Symbol Code Name Textural Description of Code & Mentoring/Counseling Re-entry counseling, crisis intervention services, peer group support meetings, and mentoring programs and workshops. * Childcare Affordable child care on campus during classroom hours. + Family-friendly campus Campus effort to create a family-friendly university culture with childcare during conference participation, lactation rooms and changing table space. = Specialized hours and deadlines Flexible or nontraditional hours of operation for college offices; extended hours for class registration; extended academic deadlines. < Specialized workshops Student parent professional development opportunities, such as a session on going on the job market while pregnant or with an infant. Another step in the interview process was to describe the physical setting of the location, the people involved, the events that took place, and the experience as a whole. The fifth step was to create narration, allowing the researcher to make meaning of the data through the discovery of emergent themes and patterns. Data was synthesized in order to make it a real experience for the reader. The sixth and final step was to interpret the data so that the researcher could make sense of the data and described the lessons learned based on researcher insights, intuition, and personal views (Creswell, 2007). The researcher documented journal entries about her experiences as a student parent and faculty member working with student parents. The journal entries were reviewed by the researcher for the purposes of clarifying researcher bias. Background of the Researcher WHEN PARENTS MEET STUDENTS 56 It was only halfway through my doctorate at University of Southern California, when I began my dissertation, that I had the experience of becoming a student parent; my daughter was born in the beginning of Fall 2011 semester. Determined not to quit my studies as so many student parent classmates around me had done in years passed, I returned to classes the week after giving birth. Unlike many of the colleges discussed in Chapter Two, the University of Southern California was extremely supportive, as my student advisor provided me with a private office to pump breast milk, and faculty worked with me on extending deadlines for the first month as I got myself settled in to my new role. I never took this support for granted. The support I received made such an impression on me that, after reviewing many different populations, I decided to narrow my dissertation focus on student parents, engagement, and retention. I wanted to know more about why students, such as my student parent classmates who dropped out of their program, did not finish their schooling. What made my situation any more different than theirs? I knew I was privileged in many ways in my life situation, as my husband, family, and friends have always been supportive of my academic and career aspirations. But did lack of support immediately mean a student parent was destined to drop out of their studies? Or was there more to it than that? Professionally, I am a visiting faculty member at various colleges and universities. I teach business and psychology courses to undergraduate students, most of whom are nontraditional. My interest in nontraditional students began with my work as a student services advisor in a for- profit university. The opportunity to interact, counsel, and provide support to nontraditional students revealed an understanding of the unique needs of these students. The development of professional relationships with non-traditional students, particularly those with dependent children, gave me insight into their need for support. When I began my work as a visiting faculty WHEN PARENTS MEET STUDENTS 57 member, I was instantly exposed to hearing and learning about the obstacles that threatened to hinder their academic success. From this experience I also realized that nontraditional students tend to show a strong-willed persistence toward degree attainment. Although I was new to interviewing as a qualitative researcher, the active listening and questioning skills I acquired in my experience as an academic advisor and faculty member aided me in being comfortable with meeting and interviewing study participants. Still, I obtained as much information as I could about the interviewing process in order to prepare me for gaining insight about the experiences of this student population. Having been a product of the community college system, I had firsthand experience of navigating through the enrollment and registration process as a traditional student. It is to be noted that my biases as a student parent and faculty member may have interfered with the accuracy of the data collected. However, I cross-checked findings to increase their validity. Those ways are mentioned below. Data Verification Once the data had been analyzed and interpreted, meaning was made from the experiences of student parents, how they experienced relationships with student support staff, and the essence of what those experiences meant to their engagement as a student parent. Data was verified through peer review, member checking, debriefing, clarifying researcher bias from the beginning, and by providing rich and thick description. Researcher bias was addressed through journaling and use of the autobiographical statement included in Chapter 3. Creswell (2007) defines reflexivity as the researcher’s awareness of his or her biases, values and experiences that are brought into the qualitative WHEN PARENTS MEET STUDENTS 58 research process. The researcher spent time journaling about her experiences as a student parent and her experiences working with student parents. Peer debriefing is a process of revealing oneself to an unbiased peer for the purpose of discovering “aspects of the inquiry that might otherwise remain only implicit within the inquirer's mind" (Lincoln & Guba, 1985, p. 308). To achieve peer debriefing, a colleague within the researcher’s thematic dissertation group was identified to serve as the insightful conscience for this study, thereby keeping the research valid and ethical (Lincoln & Guba, 1985). The researcher and peer debriefer met periodically through the course of the study in order to develop and test research questions, sample population, and interview protocol. Credibility is also established through member checking, where data, analytic categories, interpretations and conclusions are tested with participants from whom the data were originally obtained (Lincoln & Guba, 1985). To achieve this, a verbal summary of each interview was also given to the participant at the end of each interview. The transcription of each interview was also sent to the appropriate participant for review and correction. Summary Chapter Three described the methodology that was used in the interviewing of student parents and their needs for student. The results of the data collection will be discussed and presented in Chapter Four. WHEN PARENTS MEET STUDENTS 59 CHAPTER FOUR: RESULTS This chapter presents the results of the data from interviews with student parents and the staff members who support them. The chapter begins with a review of the purpose and guiding research questions followed by the methodology of the study. A brief narrative is then presented, which describes each participant's background. This chapter is organized by the research question guiding the study, including emergent themes, and it concludes with a summary of the chapter. The research questions included: 1) What are the experiences of student parents which can help them remain engaged in order to persist to graduation? 2) What student services are provided to student parents? 3) How do student services personnel at community colleges engage student parents? Summary of Methods The researcher interviewed 12 student parent participants and five staff participants. All 12 student parent participants were current students who were raising children while attending college part-time or full-time. All five staff members had direct contact with student parents in their positions. All interviews were recorded and transcribed. During the student interviews, the participants were asked to reflect on their unique experiences as student parents, focusing on their individual needs and the support services available to them throughout their educational experience. The staff member participants were asked to reflect on their experiences with student parents and to focus on how staff members engaged student parents, student parent support services, and staff experiences interacting with student parents. The researcher then read and reread the transcripts while looking closely at the words used by participants to describe their experiences to reduce the data and sort for commonalities. These statements were highlighted WHEN PARENTS MEET STUDENTS 60 and notes were made in the margins of each transcript. The researcher then reread the highlighted meaning statements, reviewed field notes, and began grouping the meaning statements together. The participant statements of student parent experiences were reviewed, analyzed, and assigned a code that captured the essence of the statements. Each code was given a textural description. The codes related back to Nora’s (2003) Student Engagement Model that served as the theoretical framework for this study. Nora’s (2003) Student Engagement Model emphasizes the unique interaction between the student and the institution. The interaction produces a connection, such as engagement, between the student and the institution which ultimately leads to persistence (Nora, 2003). The interaction is influenced by a variety of elements and addresses pre-college, institutional, and environmental factors which are associated to the college experience that influence student persistence and graduation: (1) precollege/pull factors- past experiences, prior academic achievement, financial circumstances, level of encouragement and support from family and significant others, (2) sense of purpose and institutional allegiance- educational aspirations and commitment to attend and graduate, (3) academic and social experiences- student perceptions of the relationship between student and support staff, opportunities for academic and social integration, provision and utilization of support services that promote student success, (4) cognitive/non-cognitive outcomes- demonstration of investment in the students and validation of their presence on campus, (5) goal determination/institutional allegiance- student perceptions of sense of belonging, and whether the attainment of their education goal was a worthwhile experience, (6) and persistence- demonstration of investment in their education through persisting to the next semester and/or higher degree. WHEN PARENTS MEET STUDENTS 61 Introduction of the Participants The sample of participants is made up of a combination of twelve student parents and five staff members from Purdue College. Pseudonyms have been used to protect the identity of all participants. Their stories and experiences are described below. Student Parents. In order to make sense of the student parent participants' responses concerning support services, each participant was asked about his or her unique circumstances and motivation to finish school. Their stories provide a context for the data regarding support services at the community college. All twelve study participants were currently enrolled students who were dedicated to completing a college degree while raising their children. Two men and ten women composed the twelve student participants. Their length of time in higher education varied; one participant was in her first semester and three other participants were in their fourth and final year. Eight of the twelve participants were single parents. Other factors pertaining to roles, responsibilities, and number of children are covered in the individual introductions of participants below. A recent widow, Tanya is at the end of her third year at Purdue College and ready to transfer to Purdue State University after three years of balancing her role as a wife, mother to a ten-year-old, and caretaker of her mentally disabled brother. Her responsibilities include cooking, cleaning, studying, and helping her daughter with her homework. She strives for stability and order in her home. She explained that she dropped out of college once before because she began working, and that once she was married and gave birth to her daughter, she did not think returning to school was an option. However, when her daughter began grade school, Tanya realized that she could fulfill her dream to attend college: WHEN PARENTS MEET STUDENTS 62 I took a good look at my life and I realized that, really, my life consists of a forty- three-year-old mentally disabled brother and a ten-year-old daughter. My mother was a college graduate and always pushed me to go to college, so I thought ‘What better time than now?’ Getting an education took a different turn for Alisa when two years ago she realized she would need a better education to understand her 13-year-old son who was diagnosed with progression Tourette's syndrome. A single parent coping with her own dyslexia, she describes the daily difficulties she encounters parenting a “socially difficult” but intelligent son. She said that he is already talking about going to college, which is another reason she decided to pursue her degree. Alisa describes her educational journey as having been a difficult one, as her frequent hospital trips with her son have made it difficult to keep her on Dean’s List and continue to be a full-time student. Homeless for most of her life and without any supportive family, the friends she has made with the staff at the local Children’s Hospital have been academically supportive and encouraging as she finishes her last semester of school. Ricardo’s wife encouraged him to start his education all over again after receiving his permanent residency. Having studied and practiced as a doctor in Mexico, Ricardo was devastated to learn that the degree he received in Mexico was not valid in the United States: This is my first semester in school, but aside from studying as a full-time student, I spend most of my time raising our eight-year-old son. I also help my wife with an environmental law non-profit organization she recently started, and work at a local high school as a biology, science and organic chemistry tutor. Ricardo describes his first semester at Purdue College as a busy one, as he recently obtained the position of Vice President in the Latin American Club. His goal is to help other Latino student WHEN PARENTS MEET STUDENTS 63 parents reach their goals in accessing college. He is also starting a new kind of club to bridge the gap between Latino high school students and Purdue College, and enjoys connecting with students through his role as a tutor. Jeremy’s reasons for returning to school were not degree-driven, but knowledge driven. Already armed with a computer degree, he returned to obtain technical knowledge and is studying software programming. He is part of a program for those transitioning from deflated industries. The program allows Jeremy to go to school full-time without having to worry about looking for a job, allowing him more time to focus on helping his ex-wife raise their eight-year- old son while going to school. Still, Jeremy says the path has still not been completely easy: As far as my son goes, the weeks that I am supposed to hang out with him, I don’t get as much study time. Especially weekends. I have him on the weekends, but I also have class on Saturdays. Jeremy says that the latter requires a lot of cooperation from his ex-wife and his teachers, as sometimes schedules need to be rearranged or he needs to bring his son with him to class. After graduating from high school, the opportunity to attend college was financially never an option for Charmaine, so she took the path of marrying young and starting a family almost immediately. The demands of being a young mother and a wife further postponed her access to higher education until later in life. Mother to a pair of five-year-old twins, Charmaine is balancing chemistry, philosophy and computer classes as she finishes her second year of courses in the college’s nursing program. She has been out of school since high school, about six years, and has been working hard to keep her grades up while being a single parent. When asked about who had the most influence on her return to college, she responded that her kids are what made her want to strive and work hard: WHEN PARENTS MEET STUDENTS 64 My kids are what make me want to continue my classes and not mess around in school. When I had my kids, it woke me up. I have to be successful for them. Marina was hours away from giving birth to her second child as she discussed her intense schedule. Finishing up her last semester of the medical interpreting program has not been easy for Marina, as she describes her academic journey as hectic. Most people think because I don’t have a job aside from school, that I must be hanging out doing nothing. At least in a regular, paying job you have mandatory breaks. In my schedule, there are no breaks. School, parenting, internship, home. My three-year-old doesn’t understand that ‘mama’ is tired and wants to put her swollen feet up for a moment. She’s older now, but not old enough to take care of herself and her needs. Marina says having to use public transportation has made it more difficult, as often she does not get home from her internship until late at night. As exhausted as she is at the end of the day, Marina says she enjoys her schooling and crazy schedule. Mai never doubted that she would go to college, as her parents and sisters, all PhD holders, had a great influence on her decision to go to pursue her multimedia degree. Gaining a grasp of the English language was what delayed Mai from starting school sooner than she would have liked. Once she started school, Mai says she wanted to take it easy by taking one class at a time. Raising her eight-year-old daughter along with her husband, Mai says that if her grades suffer, she will not feel bad, so long as her home and family are taken care of. Even though she has a lot of homework, Mai says that she sets aside time every day to spend quality time with her daughter and husband. “I make sure not to focus too much on homework when my daughter needs my attention or my husband needs me to be a good wife.” Mai considers herself lucky, WHEN PARENTS MEET STUDENTS 65 however, as she describes her husband and daughter as being understanding of her role as a college student, and help her with her English classes when they can. Single parent Monique never intended on going to college after high school, especially once she found a good paying job at a company, which she stayed in for 13 years. But once Monique realized she was in a dead-end job and needed more money to support her ten-year-old son, she decided to quit her job and go to school full time. Monique had no reservations about naming her son as her biggest influence to go to college: I want to have him go to college, and it’s very difficult to push my child to do something that I am not doing. My parents kind of did the same thing to me. They really pushed me into going to college, and I looked at them like ‘You didn’t do it, so why should I?’ Of course now I am at a point where I see how going to school would have been extremely beneficial. But I mostly want him to see that learning is a lifetime commitment. Directly out of high school, Pamela gave birth to her son and moved in with her grandmother to become her caretaker. A high achiever in high school, she remembers her strong desire to attend college. She explains that she always knew she wanted to get the highest degree that was possible once she was in college. Once she started college, she felt that no one understood how badly she wanted to succeed. Everybody expects that once you have a baby you have to work and your chances at education are shot. I didn’t feel like that was true. I still fight battles with people who think like that, but I know that I am my biggest cheerleader to keep me going in school. WHEN PARENTS MEET STUDENTS 66 Pamela feels that there is not enough time in the day to be the kind of student she knows she can be, leaving her homework until all responsibilities have been taken care of. She explains that then she rushes through the assignments, and submits work that she knows is not her best effort. Rhianna said that she did not think about going to college until she hit rock bottom. A single mother to three teenage children, she found herself homeless, living in a shelter, and out of a job for two years before she decided to seek help and begin her academic journey in accounting. Now at the end of her degree, she says that the strength she needed to change her life around was always in her, but she was only able to realize this with the help she received from therapists and her disabled mother. Denise found herself in a shelter for battered women, discussing education with the resident therapist a few years ago when she decided to challenge herself by beginning her social work degree. Although she is still working out many personal issues, she hides her financial and personal troubles from her eleven-year-old son, and puts in extra effort to help him be successful in school. Recently hired on as a full time student worker, Denise says it is often difficult to concentrate on her school work and cannot focus because she feels overwhelmed with responsibility. However determined she is not to depend on others, she still realizes that “there are times that as a single parent I can’t do everything by myself. But I will only ask for help if I run out of options.” Natalie realized she needed to return to school when her family business began to grow. She had been out of the collegiate setting for years and felt “rusty.” Part of her motivation to go to college was to learn basic office skills that she could not teach herself at home. Although she has received help from her encouraging mother, who watches Natalie’s children while she was at WHEN PARENTS MEET STUDENTS 67 school, she is still responsible for the responsibilities she has as a wife and mother when she gets home, such as cleaning, cooking, childcare, and home finances. Staff Members. Tina, a part-time SWORC counselor, has been working exclusively with the student parents that the program supports for over four years. She believes a big part of her job is to “advocate for student parents while teaching them how to advocate for themselves.” Tina assists students by helping them stay motivated, especially if they are entertaining the idea of dropping out of classes. She also helps students obtain their books and supplies, secure child care, and engages in some academic counselling sessions. She states that the school needs to recognize that SWORC students are not the only students who have kids, and that it is time that colleges do something about supporting the student parent population. Teresa is the coordinator of the Counseling Office. Working with the college since 1999, Teresa has been working in student services for her entire career. In this position, Teresa describes her duties as helping students identify their education and career goals, and setting them up for life after college. Teresa describes her job as being one where she must make a deep connection with the students in order to help them stay engaged. Teresa believes a big part of her job is to help in retention efforts through her job duties. Marge, a staff assistant for a Duo program, has been working at the college for over 20 years. She sets up the appointments for students to see the counselor, gives students information about the program, and helps them fill out any necessary paperwork. Part of her job also requires her to call absent Duo students and remind them how many times they have been absent from a class. Amy has been working in the Admissions office for five years. She assists students with filling out Purdue College applications, choosing their classes, and paying for their classes. Amy WHEN PARENTS MEET STUDENTS 68 believes her department to be one of the ones that makes the most impact on student retention, as they are the first department one interacts with as a new student. Felicia has been working in the Financial Aid office for one year. She helps students identify their options to pay for their education and sets up the funding that they choose. Felicia describes her department as one that has come a long way in terms of making it easier for students to go through the process of applying for and receiving funding, but recognizes the need for improvement on many more processes to make the process less intimidating for students. Findings This section summarizes the responses of the participants in the study. As previously stated, the research questions guiding the study were: 1) What are the experiences of student parents which can help them remain engaged in order to persist to graduation? 2) What student services are provided to student parents? 3) How do student services personnel at community colleges engage student parents? Themes and patterns emerged during the interviews, which are detailed below. Table 3 shows the breakdown of coded themes within each data group and the number of respondents contributing the statements. The table provides a visual demonstration of the frequency of the codes. The themes capture the experiences of student parents and are discussed within each interview group to provide structure to the analysis. WHEN PARENTS MEET STUDENTS 69 Table 3 Breakdown of Data Themes from Interviews Theme Number of Student Statements Number of Staff Statements Precollege/Pull Factors 18 8 Purpose/Allegiance 13 6 Academic/Social Experiences 26 12 Cog/Non-Cog Outcomes 16 8 Goal Determination 13 7 Persistence 10 9 Pre-College and Pull Factors Student participants described their vast experiences before and during their educational journey. They discussed support they were receiving as well as the challenges which threaten to keep them from academic success. Support and Encouragement. Nine participants mentioned a spouse, family member, friend, or therapist who gave them encouragement and support in their academic journey. Support and encouragement came in various forms. Tanya mentioned that although her dad never verbally encouraged her to pursue her degree, he was willing to listen as she bounced back ideas for classroom papers: My dad has always been a little reserved, so he never pushed me to go to college the way my husband did. But now that I am here, I feel like my dad is supporting me the best way he can, even if it’s just ideas for papers. I think family is so important to have when it comes to education. If you don’t have that support it’s going to be so much harder to get through it. WHEN PARENTS MEET STUDENTS 70 Alisa identified her therapist as her biggest supporter, although her mother also supported her academic journey by watching her son during class time. “Having my therapist encourage me to make something of myself has been such a blessing. And having my mom watch my son during class has been important to my success.” Three participants mentioned that their school-aged children supported them by reminding them to do their homework, often sitting down next to them as they completed their individual homework together. Mai describes evenings at home with her daughter: I pick her up from school, we play, have dinner, and sit down for study time. She takes out homework while I do laundry. Then, my daughter looks at me and says, ‘Mama, it’s time for you to do homework too.’ And I laugh and say ‘Yes, you are right.’ Because if I say no, then what example am I setting for her? If I don’t, then I am saying to her that homework, academics, they come second. Jeremy described the support he receives from his son, and the memories that he recalls when his mother went to school: My mom went back to school to become a teacher when I was about ten. She went back part-time, but she spent all of her time studying. She didn’t pay much attention to my brothers and me. I don’t want to do the same to my son. He shows an interest in my schooling, so I use that interest and bring him to school with me sometimes, and try to stay connected to him as I am going through this process. We’ll do homework together and talk about what we are learning and what we want to learn next. It’s nice. Challenges. Each of the twelve participants named various challenges which impeded their success and engagement. Eleven mentioned that not having enough time was a challenge. WHEN PARENTS MEET STUDENTS 71 Monique was one participant who had to decide between giving up her stable financial situation in order to gain more time: I spent thirteen whole years in a dead-end job at a company that wasn’t willing to accommodate their schedule so that I could study. I felt like I had to make a decision. I just decided to take a risk and do it. A lot of people were advising me not to quit because of the job market and because money is important. But I just took a risk because I knew and I still know exactly what I want to accomplish and I know how to get it done. It was scary though. I cried for a few nights. That’s when a student work-study position opened up. It was meant to be. Eight participants mentioned lack financial resources as a challenge. Tanya describes her frustration with going from having a financial cushion and plenty of time to having neither once her husband died: There are definitely financial challenges now that he isn’t here. But if my little girl is fed and clothed, then I consider myself as doing alright. The worst challenge is when sometimes I just might need a moment to myself, and no one is there. Staff member participants recognized the role that finances played in student parent lives as well. Teresa explained that resources, like at other community colleges, have been “stretched really thin.” Teresa says that while being at California community college can be more affordable than in many places, books are still expensive, transportation is expensive, and regulations to remain in programs can be difficult to follow. Marge also named the high prices of books as a challenge, but described a book loan program that the school offers in the Duo department where students donate their old books. Borrowers sign their name on a sheet when WHEN PARENTS MEET STUDENTS 72 they check out a book. “It helps them remember to bring it back,” Marge explains. “But if they don’t bring it back, we don’t penalize them or anything.” Amy believes that financial challenges affect student parent persistence and success in many ways: From what I have seen and heard from my parents, obtaining financial aid affects their ability to get books, which affects how well they do in class. It also affects their ability to get a hold of reliable transportation to get to school, their rent, child care, how well they and their children are eating, and their overall health. It affects everything, especially their ability to concentrate on classes instead of everything I mentioned. For students without kids or spouses, financial aid is just one of many factors of persistence. But when you have kids, financial stability is everything. For these student parents, the need for childcare was a paramount issue. Eight student participants shared their struggle to find an affordable, secure, and convenient solution. They acknowledged that there was a child development center in the Altar District, but struggled to find a way to travel half an hour to get there. Tanya explained that when her husband was still alive, the issue of childcare never crossed her mind: We had it all worked out. Once he passed, I went from one babysitter to the next, trying to make it work. Finding stable childcare was an adventure in itself. I don’t trust my daughter to just anyone. Pamela shared that childcare has been the greatest challenge in her role as both student and parent. Not having stable, affordable childcare is the number one reason I find it difficult to focus on my schooling. If there was a program where we can exchange WHEN PARENTS MEET STUDENTS 73 community service hours for lower cost childcare, I would be the first to jump on that bandwagon. Three participants mentioned transportation as a challenge. Marina elaborated that the city subway can be expensive. Even though I live in an area where the commute is ridiculous and in a time where gas prices are unreasonable, there really is no other option but the [city subway]. Unfortunately, the [city subway] also has its own schedule. And if you’re running late, and oh God forbid it’s on a test day, well, you can pretty much kiss your hopes for a good test grade goodbye, since you’ll be late for class. Most teachers don’t have leniency for transportation issues. Three participants mentioned homelessness as a challenge. Alisa, Rhianna, and Denise found themselves without stable housing for different reasons at one point during their educational journey. Denise describes her fears during that time: I was trying to hang in there. Trying to get my degree while raising my son and taking the hits from my abusive boyfriend. I had no one to turn to and nowhere else to go. But I couldn’t take it anymore, so I packed up and left, heading toward [battered women’s shelter]. And would you believe I didn’t miss a day of class during that time? I told myself ‘Aside from my son, this is the only good thing I’ve got going for me. I can’t fail.’ I had to keep going for my son’s sake. Alisa also experienced a period of homelessness when she lost her home in a foreclosure. Moving from one friend’s house to another, Alisa eventually found a room for her and her son to rent and settled in. WHEN PARENTS MEET STUDENTS 74 Two participants mentioned care giving commitments were a challenge. Tanya took her mentally disabled adult brother under her roof after her husband died: It’s definitely a struggle. The state provides a caretaker during certain hours, but I have to cover the rest of those hours while managing a home, my child, and my schooling. I find myself quickly completing homework and projects while waiting for dinner to come off the stove, in between folding laundry, just whenever I can catch a minute. Pamela cares for her grandmother. “It’s an even exchange. She provides the roof for my son and I to live under, and I take care of her when I am not in school.” Pamela acknowledges that because of the agreement between her and her grandmother, she feels that she has very little time to do the studying she wishes she could do. One participant, Alisa, named email communication as the biggest challenge. She described her frustration with not receiving responses to her questions from staff members when she emails them. “I know they are busy. But sometimes it’s harder for students with children who are constantly in the hospital, like my son. I couldn’t leave his side to go in to see someone and get my questions answered.” Purdue staff member participants seemed to have a good grasp of student parent challenges. All five staff members mentioned lack of childcare, financial hardships, lack of stable housing, difficulty balancing multiple roles and obligations, and lack of transportation as major reasons why student parents do not finish their education. Teresa described the constant pressure she has seen in student parents. They are thinking about their family and their children’s needs at all times. Life is more complicated for them and it takes a while for them to get adjusted, WHEN PARENTS MEET STUDENTS 75 especially if they are returning student parents. They are devoted to the parenting aspect of their lives, and who can blame them? Tina, Marge, and Felicia mentioned other specific student parent challenges they have seen in student parents, such as health challenges, caring for an elderly parent, and taking time off of school to fix personal issues. Surprisingly, Tina believes SWORC regulations are also a challenge. “Regulations are too tough. SWORC makes it harder on student parents than other students by forcing them to take a higher amount of units than they may be used to.” Purpose and Allegiance Student participants described their educational aspirations and demonstrated a commitment to attend and graduate. Their stories are below. Commitment to Attend and Graduate. Ten out of the twelve student participants demonstrated a strong commitment to attend and graduate through the various statements made in the interviews. Alisa remarks that her journey in education has been rough, but she would do it all over again if she had the chance: I have this quote on my folder that says ‘Never give up on a goal because of the time it takes to accomplish it. The time will pass anyway’. And it’s so true. I’ve thought about giving up so many times. I wanted to quit when I thought I just couldn’t take the stress of trying to be the best mother and student anymore. But I didn’t stop, because I know it would be worth the heartache in the end. Marina also feels committed to her educational goals, even though her journey has been rough: Once my daughter is in bed, I stay up reading, writing essays, studying. I don’t recommend being a parent and going to school as a path for everyone, but it WHEN PARENTS MEET STUDENTS 76 works for me. Or maybe I just make it work. I don’t know. Either way, I’m not giving up. Jeremy and Mai have not been as committed to their educational journeys, mostly due to the fact that they started their educational journeys for different reasons. Jeremy went back to school for professional development, and Mai enrolled in courses for personal improvement, but later changed her mind as she continued to learn: When I first began school it was more for me than for a specific career goal, you know? It was just for me to learn because I was interested. But now that I have had a few classes and have learned a lot about multimedia, I am really starting to think about jobs. Maybe I can be something in the field. I think I would really like to do something with my new knowledge when I graduate. Academic and Social Experiences Student participants indicated a strong desire for the opportunity to integrate their academic and social experiences at the community college. The majority were striving to establish a connection, find an opportunity, or maintain avenues to experience being engaged in relationships with either faculty, peers, or support staff. Experiences with Faculty Members. All twelve participants named at least one faculty member who has had a positive impact on their academic journey and engagement. Eight participants mentioned that more than one professor has demonstrated understanding of the participants’ student-parent role through flexible homework and exam due dates granted. Marina described a specific incident when she first started college in which she asked a professor if she could come in ten minutes late to class because she needed to pump breast milk. WHEN PARENTS MEET STUDENTS 77 At first, it was a little awkward. I didn’t know how to tell him that I was still nursing my daughter and needed to pump. So, I began by explaining that I had a seven month old. Then he happened to look at my discreet breast pump bag, raised his hand to stop me from explaining and said, ‘My wife has the same one. I completely understand. I’ll make sure to have the lesson plan ready for you when you come in so you don’t miss anything. And hey, good job on that. I know it’s not easy.’ I was really happy and surprised. I’ve never felt so understood and so relieved. It is one of the turning points for me where I felt that I could really do this [balance both roles]. Alisa explains that the teachers she has had this past year have been nothing short of amazing. “I struggle with my dyslexia and I struggle with ADD. How does a person like me get on the Dean’s list? That is only possible because of understanding, helpful teachers like the ones I have had.” Alisa continues to describe the many nights she spent in the hospital with her son: I was very fortunate to have incredible, wonderful teachers. I was emailing my teachers and turning in my term papers while dealing with doctors and nurses and a sick child, and the teachers were willing to be flexible with me. Six participants mentioned that their professors allowed them to bring their children to the classroom when they were unable to secure childcare. Jeremy explained that many times he has taken his eight-year-old son to school with him: I feel comfortable enough to bring him with me. I just give him my phone, sit him outside the classroom, and say ‘Sit down out here and play with my cell’ and he does. Yeah, I know maybe I shouldn’t even be telling you this because I am sure kids aren’t allowed on campus, but dang it when you’ve got no other options, WHEN PARENTS MEET STUDENTS 78 accommodating teachers can be your lifeline to finishing classes successfully. At least, that’s how I feel as a single parent. All participants described deeper, encouraging conversations with professors before or after class. Tanya described one conversation when she first started school. Her husband died less than a year ago, and she was struggling to balance the roles and responsibilities in her new life: And [her professor] saw me sitting here after class one day, probably looking as defeated as I felt was like, and she says ‘So, how are you?’ And that’s all it took. I broke down. I didn’t have anyone else to turn to and talk to about everything I had been though in my life. I told her everything. And you know what? I felt so good after that. That was the first time I had hear about the Counseling Services here. I thought the Counseling was strictly academics. Turns out that I had more support than I realized. Starting with that professor, of course. Yeah, all professors here are good. Real good. Ricardo guessed that it was perhaps because of his age, 32, and previous medical experience that he got along well with his biology professors, as he would bounce ideas around with his teachers and receive positive feedback: My teachers have a great attitude when I helping my peers out in class. You would think that some teachers would feel threatened because there was someone who has been in the field who maybe knows the same or even more than they do about their subject. But they aren’t like that. They appreciate me. And that makes me appreciate them right back. Experiences with Peers. Seven participants mentioned that they were interested in interacting with their peers outside of the classroom. Monique states that her diverse classroom WHEN PARENTS MEET STUDENTS 79 environment helped her ease the “jitters” she once had at the beginning of school. “Everyone is just so friendly. I think there’s real potential for solid friendships in my classes.” The other five participants said they were not interested in peer interaction outside of class, with time constraints named as the main reason. Alisa explains: I get up in the morning, get myself and my son ready, and take the subway to drop him off at school, take the subway and barely make it to my classes on time. Then, I race out of class to catch the subway back to my son’s school, and grab groceries before making it home. Of course, by the time I get home, it’s a whole different itinerary involving cooking, cleaning, caring for my son’s health and schooling, and, once he is in bed, putting the last of my energy into my own studies. Now, how in the world would I ever have time for conversations with my classmates outside of class? Six participants felt that the age gap would unlikely allow for a connection with their younger-aged peers. Mai explains that this age-gap bothered her more when she first started classes: In the beginning, I felt a little out of place only because most of the students in my classes were eighteen, nineteen, maybe twenty-three. And here I was, like, forty- six, and there was like a big age difference. So, I felt at first some awkwardness. I felt older and out of place. Then I realized it was only me who was worried about age difference. Charmaine explains that she does not socialize too much with her peers. She fears that they think she is not approachable. “I think it’s because of the age difference. Maybe they think we don’t have anything in common. Still, I like socializing with them during classroom activities, so I am WHEN PARENTS MEET STUDENTS 80 always looking forward to activities.” Jeremy sees the age gap as a benefit, as he says he sees his peers as sons and daughters, and as a result tries to help them out in understanding classroom material. In return, his peers also guide him in classroom material. Alisa also notices the age difference, but feels this produces a rich, classroom environment. In class, you have young, intelligent, we’re-going-to-change-the-world students, and then you get the older students who have already been in the real world, like me. And for students like me who have had careers or children, well, our attitude is a little different. But it’s kind of nice because the young generation helps the older generation feel hopeful and positive, and we help the younger generation mature a bit more. Mai doesn’t notice the age gap, but is grateful for the interaction she has with her peers. She says that sometimes she doesn’t understand the material when her professor teaches it, but upon asking a peer for help, she is able to comprehend the material. “The best part is that usually after my classmates teach me something new, we stay talking, like friends.” Support Services and Support Staff. Student participants had many interactions with student support services. There was a general sense of satisfaction with faculty and staff, but significant frustration over the delay in connecting with support services that could promote success. An analysis of responses to the interview questions revealed that all twelve participants were aware of the support services available. The seven student services that the participants indicated as the most used student support services were Admissions, SWORC (State Work Opportunities and Responsibilities to Children), CARE (Cooperative Agencies Resources for Education), Counseling Office, EOPS (Extended Opportunities Programs and Services), WHEN PARENTS MEET STUDENTS 81 Financial Aid, and Duo (Talent Search and Student Support Services programs). All participants recall making initial contact with the Admissions Office. Eight participants came to the campus to apply for admission and four applied for admission online, but visited the campus to take the placement tests. Two participants reported using four student services. Tanya explained that she visited the offices of Admissions, SWORC, Counseling, Financial Aid, and EOPS. She said “These are really great programs. Being a college student can be stressful, but if you know what programs to use, it can be a great experience.” Natalie described her experience with Admissions, SWORC, Financial Aid, and the Counseling Office. “I am a pretty quiet person, so I didn’t know how to ask for help. I tried to figure it out on my own, so I messed up the process. But I think that’s my fault.” Three participants discussed in more detail the support services they received at the Financial Aid office. Pamela explained that although the support she received was appreciated, the wait to see a staff member was lengthy. “The lines have been so long that my three-year-old and I have had to wait for over an hour. Many times we have had to leave because he just can’t hang in there that long.” Monique mentioned how vital it is for her to receive financial assistance, regardless of the long lines. Without Financial Aid, I don't see how I would have been able to come here. The only reason why I am able to keep coming here is because I was given financial assistance. They provided transportation and child care assistance through different programs. If it wasn’t for the helpful staff members, I would have left. I would have given up. I just fallen through the cracks and failed like all the other times in my life. WHEN PARENTS MEET STUDENTS 82 Mai agreed, and spoke about how grateful she is to have the opportunity to receive financial assistance. “One of my friends from Thailand pays a lot of money to come here, so I am so lucky that I have classes that come at a lower cost.” Ricardo has been grateful for the workshops that the Financial Aid office has given on budgeting, credit cards, and scholarships. “I already know most of this stuff, but it helps to be reminded about important topics such as these.” While a number of participants mentioned utilizing Duo, three participants spoke in detail about a retreat they attended through the program. Charmaine mentioned that they provided a bus and visited two nearby state universities to give them an idea of what options they had after graduating from a junior college. Marina elaborated: They taught us how to relax, empty our minds. We did some yoga and planted plants. They told us that if we were going to nurture plants, then how much more important is it to nurture ourselves. It reminded me that I am human, not meant to always be on auto-pilot. Pamela agrees, saying that she felt like the college had invested in her, making her feel very special. She adds “Not to mention that the staff here is empowering. Motivating. They don’t just see you as a number. They see you as a person.” Almost every participant mentioned SWORC as a vital student service. Monique explains that once she got into the program, she received a lot of support with paying for books and preparing for a job. However, Monique describes her frustration with finding the support she needed. “There is not a lot of direction. I got very little assistance with finding this program. It’s almost like if you find out about the program, then great. And if you don’t, then you’re out of luck.” Jeremy agrees, saying that he was not provided any guidance towards finding the program. “I found out about SWORC by accident. I felt like just another paper in their stack of WHEN PARENTS MEET STUDENTS 83 files at first. Once I got to know the staff, though, it was nice because they continuously follow up with me and ask me about my college plans and goals.” Seven participants mentioned that the student services personnel gave them opportunities to voice their opinions about important matters in and out of the classroom. Alisa described her opportunity to speak directly with various levels of personnel when a faculty member was not willing to accommodate her learning disability. Thankfully, I have not had more than one bad experience with a teacher here. When I had requested some extra time on an in-class exam because of my dyslexia, one of the teachers didn’t grant it to me because she didn’t have the disability form on file. I had to go all the way up the food chain and wrote letters to administration. I received a response, but by then it was too late. The exam was over. I just let it go. She describes her experiences as having been positive, as she felt the personnel cared about her and her situation. Rhianna agrees somewhat, expressing her appreciation for her ability to go to support staff and discuss various concerns when she feels that the student government is unable to assist her: I have had to write letters, grievances and appeals and go through the chain of command with some student services. That in itself is a frustrating process. Especially the time when I went through all the hoops and then somebody lost my paperwork and I had to begin all over again. But when it was all said and done, I was able to resolve my problem, and the staff members were sincerely apologetic about my experience. WHEN PARENTS MEET STUDENTS 84 Five participants mentioned that they felt their voices were not heard when they tried to bring up ideas or complaints to student services personnel. Ricardo expressed his frustration, saying “They have specific hours where you can approach them, and it always seems like they are too busy to hear you out. I don’t like feeling like there are brick walls to voicing concerns.” Staff member participants described two ways for students to voice opinions and give suggestions. Tina described the student assemblypersons who sit at a desk at the entrance of the college: If you are too shy to talk to them about your situation, then there is a suggestion box next to them. Apparently, it’s had some inputs in the past, but there is no clear signage for the box. Come to think of it, there are no more cards next to the box for people to fill out. That could be part of the reason why it’s dropped off the radar and most people don’t notice it there. Teresa explained that student satisfaction surveys used to be conducted every semester, but it had been quite some time since a survey was conducted since the campus researcher position had been vacant for about a year. All staff member participants described the frustration they recognized in their students regarding their minimal availability. Tina described what she saw in her SWORC students: They have to meet deadlines for school while trying to meet county paperwork deadlines, which I need to sign off on. I'm only here twice a week. The majority of the staff are also part-timers in this office. I get it. Student parents have so many responsibilities that I know it’s tough for them to come see me during the few hours I am here. Their schedule is tight. WHEN PARENTS MEET STUDENTS 85 Eight out of the twelve student participants mentioned lack of direction and signage at the college. Mai describes her frustration finding the library during her first day of school: I didn’t know where library was, so I had to look for library. I thought during the orientation they were going to walk us around campus and show us these things. I didn’t know where the library was. I didn’t know anything. Staff member participants expressed concerns with students not receiving enough direction and information about the services available to them. All staff member participants agreed that the services are covered in the 20 minute orientation that students may attend when they first start school. Teresa explained that Purdue College used to have a student handbook and planner that covered all student services in detail. However, due to budget cuts, they stopped production on these. Now, the information is incorporated into the orientation slideshow. Marge stated “Since the orientation is optional, a lot of students usually don’t go. Most students hear about our services through word-of-mouth.” Amy agrees that students learn about services from other peers, faulty, and staff: Well I can tell you that they don’t learn about our services by our signage. For example, there is still no sign that says ‘Admissions’. Or ‘Financial Aid’. Or ‘Counseling’. I notice most student parents blast out of here after classes are over, so I can’t see how they are able to even have the possibility of engaging in conversations about student services with anyone. The participants were asked to identify the support services which they utilize on campus. Table 4 provides a visual demonstration of the frequency of the support services usage. WHEN PARENTS MEET STUDENTS 86 Table 4 Frequency of Use for Support Services Services Available Frequency Percentage Admissions 2/12* 17% Assessment and Orientation 0/12 0% SWORC 8/12 67% CARE 4/12 33% Career and Transfer Center 0/12 0% Cashier 0/12 0% Counseling Office 4/12 33% DSPS Office 1/12 8% EOPS 6/12 50% Financial Aid 12/12 100% Welcome Center 0/12 0% Duo 5/12 42% Tutoring 1/12 8% Veteran’s Affairs Office 0/12 0% *2 out of 12 participants offered this response Several student parents felt student services enhanced their learning experiences in various ways. Denise mentioned the computer and print center in the EOPS department and the tutoring that is offered through Duo have helped take her learning experience to a new level: In my home, there is no quiet time. Here, the silence gives me a chance to think and write. The tutors have helped boost my grades every semester. Offering programs like this lets me know that I don’t have any excuses to not be successful. Clubs and Organizations. Two participants mentioned that organizations and clubs was a way to stay engaged and connected to the college. Ricardo described his heavy involvement with the Latin American Club in his role as the Vice President. “But it’s not just Latinos in this club.” He added, “There are African Americans, Asians, Whites, and even Middle Eastern students in the club, so it feels like one big happy family.” Ricardo also mentioned that his work WHEN PARENTS MEET STUDENTS 87 as a tutor helps keep his mind sharp and helps him feel involved and connected to other students. Mai spoke about getting involved in extra-curricular activities offered by Student Government. She said it was through this campus organization that she was able to participate in events and activities "like university tours, conferences, and going to the movie theatre at a reduced rate." Lack of Special Student Parent Support. Students spoke about the lack of special support or assistance from the college in their parental role. None of the student participants were able to identify special support for student parents. Mai describes many events and seminars that she has attended, and explains that she has taken her daughter with her to certain events, but is “eyed with disapproval” and made to feel that her daughter is not welcome. Natalie spoke about the community college district childcare: I don’t get it. They say they care about our parental role and advertise their childcare center, but it’s half an hour away via [subway] at [sister college]. I am mentally drained by day’s end, and it wouldn’t be fair to put my kids through that trip. All staff member participants agreed that there were no special services or programs available to student parents, other than the state-run SWORC program. Teresa explains: It’s sad to say, but we never talked about student parents as a campus before. Having you visit our campus has forced us to talk about these issues for the very first time. Your visit raises an awareness about that aspect of the student, where before we just lumped them all together and considered them all the same. It seems our students have been fitting themselves into our services, versus the college asking “How do we create our resources or something to support them?” WHEN PARENTS MEET STUDENTS 88 Marge believes that the lack of special support services for student parents is a funding issue. She states that the college is not acknowledged for the multitude of work that goes in to supporting their student parent population. “We aren’t getting the funds,” Marge states. “It seems that higher education just wants to mesh student parents in with everyone else.” However, all staff member participants agreed that action should be taken to find a low-cost way to support student parents. “It doesn’t take much,” states Tina. “I know we can’t do a full-blown Student Parent Center like at [neighboring university], but we can make do with what we have to support these students.” Recommendations for Improving Existing Services. The participants were asked to recommend ideas for improving the support services available to students. They were also asked to recommend additional services not currently in place. The recommendations are reported in Table 5 and are analyzed and discussed in the following sections (See Table 5). WHEN PARENTS MEET STUDENTS 89 Table 5 Recommendations for Improvement and Addition of Services Services Available Recommendations Frequency Percentage Childcare -Local on-site childcare -Local child care referral program *9/12 75% Clubs, Organizations, and Centers -Student Parent Club -Student Parent Center 8/12 67% Counseling Office -More advertising of services -Saturday and/or evening hours -Waiting room for children 5/12 42% EOPS -Increase in child-friendly campus events -Saturday and/or evening hours -Childcare offering during workshops 6/12 50% Financial Aid -Ability to make appointments -Saturday and evening hours -Workshops during evening and/or Saturdays -Childcare during workshops -Waiting room for children during financial aid appointments 9/12 75% Personal Life Workshops -Workshops on time management, balancing personal/student life, being a single parent, and child rearing -Alumni student parent guest speakers -Waiting room for children during workshops 6/12 50% Tutoring -Saturday and/or evening hours 4/12 33% *9 out of 12 participants offered this response WHEN PARENTS MEET STUDENTS 90 Eight participants spoke about needed improvements to the childcare offered, all regarding the location of the childcare that is currently offered. Several participants described their frustration with having been offered childcare at a sister college which is half an hour away via city subway. All staff member participants agreed that the availability of childcare was crucial to the success of student parents. “One of the things I’ve always said is, if we don't have a childcare, they’re not going to come,” Tina explains. Marge agrees. “If we want student parents to attend class, then we must offer childcare. There’s just no way around it.” Amy states that she believes administrators would be reluctant to run a campus childcare program: But if they are adamant about not wanting students to bring children to class, then they need to at least survey the students and see what can actions we can take. We should at least acknowledge that students coming in fresh out of high school without kids are not the only students who are going to attend our school. We need to wake up before we lose our student parent population. When asked about improving the counseling services, Tanya mentioned that putting up flyers or booths to advertise the services would be helpful. “No one talks regularly about these services. If everyone was a little bit more knowledgeable [about the counseling services] then students would be more successful.” Ricardo adds that counseling services stop midday, when many student parents are at work. Ricardo suggests that extended hours would be helpful for students to utilize the counseling office. Natalie added that counseling services could also be improved by offering a childcare center next to the counseling office so that student parents can concentrate during their appointments. “This way, the parent doesn’t have to worry about whether their kid is getting bored, and they can focus on their education during the meeting with the counselor.” WHEN PARENTS MEET STUDENTS 91 When Tanya was asked about her suggestions for improving EOPS, she explained that many times she has brought her daughter along to EOPS workshops, not knowing if it was okay to do so: I just did it because I really didn’t have any other choice. I needed the information. I considered leaving her at home, but with whom? So I packed her some toys and books and brought her with me. Tanya suggests a clarification of which functions, meetings, and events children are allowed to attend. She also mentions that offering childcare during these events may allow more student parents to attend. Another recommendation for improving the EOPS office was made by Monique. She explains how grateful she is for the computer and print center, but hopes that EOPS will consider extending their hours for student parents who take evening classes. Six participants mentioned improving financial aid services through extended and weekend hours. Denise went into detail about this, and discussed her concern with the usual one to two hour wait to see a financial aid staff member. She suggested that an appointment system should take care of the long wait. Alisa mentioned that attendance at the financial aid success workshops would boost if they would also offer them in the evenings and weekends. Rhianna explained many students like her cannot attend the midday financial aid workshop offerings. Another suggestion was made by Mai to improve financial aid. Mai described how many times she has seen exhausted, small children waiting for their parents to finish up their financial aid meeting: I feel terrible for the children, because you can’t expect them to sit down for that long after waiting in line for over an hour. I am grateful that my daughter is old WHEN PARENTS MEET STUDENTS 92 enough to stay seated for some time. But I remember when she was their age. It is hard to bring them to appointments like that. Mai suggests a childcare area for children to play while their parents are taking care of financial aid issues, and concluded by saying that this would “help the parent, child and even the staff members feel more at ease without children running around or throwing tantrums.” Four participants offered a suggestion for the tutoring center, which is to have extended hours. Jeremy states that the tutoring center is helpful and successful, but his hectic schedule does not allow him to meet tutors during their business hours. Participants were also asked to think about their recommendations for adding additional support services for students. An analysis of the responses regarding additional services the participants desired revealed most of the participants had recommendations for additional services. Eight of the twelve participants recommended establishing a link between student parents through a student parent club and a student parent center. Ricardo described a student parent center at the neighboring state university. I was blown away. When my wife was a student there, I went in to the center with her and my son. The entire center was child-friendly and child-centered. There was a play area for the children, a computer center for student parents to work on, and a mini student services area so that student parents could take care of their business on the spot while their children were playing on the jungle gym. Ricardo adds that the connection he saw between student parents was strong at the university, and strongly believes the same would hold for Purdue College if they were to do the same. Six of the twelve participants suggested that the college hold personal life workshops, which would cover topics such as time management, balancing personal and student WHEN PARENTS MEET STUDENTS 93 responsibilities, single parent topics, and child rearing. Charmaine suggested that there be a waiting room for children to play during these workshops. Alisa suggested that one of the workshops include successful student parent alumni guest speakers who can inspire other student parents to finish school. Alisa recommends that the guest speakers “discuss their struggles and how they overcame them.” Cognitive and Non-Cognitive Outcomes Student participants indicated their frustration with trying to find validation of their presence on campus. The majority of participants did not feel that the college was invested in their student parent role. All student participants mentioned struggling with finding validation of their presence on campus at least once. Ricardo elaborates: Why do you think I get so involved with clubs and activities? There’s no talk of student parents here. Black Student Union, yes, Latino Club, Multi-cultural Club, yes and yes. LGBT, yes. But no talk about two of the most important roles for many of us, student and parent. I figure the more involved I get, the more I can begin to spread the word about being a student parent. Two out of twelve student participants identified ways in which the college was demonstrating an investment in them. The two remarks were associated with the Duo program. Marina and Pamela stated that they felt like the college had invested in them when attending an off-campus retreat which focused on their physical and mental well-being. Pamela remarks: The retreat finally made me feel like the college cared about me as much as they do about their regular students without kids. It was the first time I have ever felt that here. Unfortunately, it’s the last time I have ever felt that, since I don’t see WHEN PARENTS MEET STUDENTS 94 any other programs except for Duo that do student parent events. But who knows? Maybe the rest of the services will follow. Ten out of twelve student participants were unable to identify ways in which the college was demonstrating an investment in their role as a student parent. They knew that efforts were made to engage students, but did not feel that those efforts were directed at student parents specifically. When asked how Purdue College demonstrated an investment in them, Natalie remarked: I really can’t say that they have made any kind of investment in student parents. I haven’t seen anything for student parents, anyway. Working at my parent’s business still requires me to keep regular full-time hours. I’m off at 5 pm everyday which is good, but a lot of campus activities begin at 12 pm or 1 pm. Rhianna has similar feelings about her not being able to participate in many campus activities: I would like to participate in the campus activities, but I can’t figure out why they don’t offer them at a time when a lot of student parents are available? Events seem to be geared toward the student who has no family or no job or no other obligations. At least that’s what it feels like. I don’t think there’s even enough advertising of events that are taking place. I usually hear about them when they are all over. It makes me feel like the college cares to spend money for other college students to have fun, while the rest of us get left out on the sidelines. Goal Determination The majority of student participants revealed that they did not feel a sense of belonging to the college. They also indicated that they felt the college did not understand and recognize WHEN PARENTS MEET STUDENTS 95 student parent needs. All participants did, however, state that the attainment of their education goal was a worthwhile experience. Sense of Belonging. Participants did not feel their needs were being recognized by the college. Marina elaborates: I feel connected to my community because I grew up here. But as far as feeling like I belong here, no not really. Without taking my parental role into consideration, I can tell you that the only desire for me to become a Purdue student was coming from [points to heart]. I didn’t feel like they cared whether or not I started college. Natalie expressed similar feelings: My role as a parent is not mentioned anywhere. Not in their orientation, not in their events, clubs, nowhere. I feel like they don’t care if we stay or leave. Then again, it’s not like they are lacking students right now, especially with all the state cuts and everyone scrambling to get into community college courses. No, I don’t feel like they care if I started school, and that has led me to feel like I am really just passing by here. No ties. Just do what I came to do and get out as quickly as possible. Ricardo feels differently, and shares his experiences that have helped him feel a sense of belonging to the college: I think everyone has the chance to make the best of any situation. You think it was easy for me to go from being a doctor in Mexico and be put back at the very beginning of education here in the States? No way. But this is the situation I had, so it was a situation I was going to make the best of. That’s why I got so involved WHEN PARENTS MEET STUDENTS 96 in this club and that organization, and strike conversations with my teachers and peers and staff. When I feel like I belong somewhere, I am more likely to work harder to make it a better place. And what better place to feel like I belong than in my own school, a school that I believe my son will attend one day. So, yes, I feel like I belong here. Because I have made it my home. A Worthwhile Experience. One of the aspects of their experiences that was agreed upon by all participants was that the attainment or near attainment of their education goal has been a worthwhile experience. Pamela remarks that “the degree itself makes the journey worth it, but it’s the really the journey getting the degree that has taught [her] the most.” Persistence The student participants communicated a strong investment in their education. This was demonstrated through the discussions surrounding persistence to the next semester and attaining higher degrees upon completion of their Associate’s degrees. Eight out of the twelve student participants discussed their classes for the following semester. The other four of the twelve participants were close to graduation, and had plans to transfer to a nearby university. Tanya describes her excitement over finishing up her Associate’s degree as she said “I am so excited for my last semester in the spring! I have to just finish up one math class and it’s on to a new journey and higher degree!” Charmaine shares similar feelings about her after graduation plans: I’m really looking forward to going to [nearby university], especially since a lot of my friends and family are there. It’ll be like a brand new adventure. Not that this adventure wasn’t exciting enough. But I hear that [nearby university] also has a Student Parent Center, so I am really looking forward to taking advantage of that. Maybe getting high grades will be easier when I get the support I need. WHEN PARENTS MEET STUDENTS 97 The four participants who had discussed their transferring plans had also submitted their application to their university of choice and been accepted. Denise comments on her application process: It was a lot easier than I thought to get into [nearby university]. I think that had a lot to do with the fact that I demonstrated my commitment to school by getting good grades. [laughs] But it’s funny because what [nearby university] doesn’t see on the application is all the **** I went through to get those grades. They have no idea about my abusive past, the shelter, barely surviving and keeping my son alive and well. If they had been able to see that, then they would have had a real idea of just how committed I was to completing my degree and how capable I am of getting ahead in their school once I get there. Summary This chapter began with a review of the research questions, a description of the participants and the data collection methods. The key findings of this research study were broadly broken down into six categories: precollege and pull factors, purpose and allegiance, academic and social experiences, cognitive and non-cognitive outcomes, goal determination, and persistence. Findings were then presented and quotations were used in support of the emergent themes and patterns. Conclusions and recommendations gathered from the emergent themes and patterns to be used for further research are summarized in Chapter 5. WHEN PARENTS MEET STUDENTS 98 CHAPTER FIVE: DISCUSSION This study identified the experiences which contribute to student parent engagement, as well as the student services that are available to student parents in community college. The study also identified ways that student services personnel engage student parents, as well as student parent recommendations for new or improved services. This study is significant because it addresses the experiences of student parents which can keep them engaged in community college, and the support services they utilize which can make a difference in their academic journeys. The findings show what experiences were significant enough in the lives of student parents to impact their persistence to graduation. The researcher was also able to identify what support services were most used by this population and whether or not the services provided accommodated their unique needs where identified. Lastly, the researcher uncovered what improvements are vital to existing services and what additional services are needed to support student parent educational and personal needs. The final chapter of this study includes a restatement of the research questions and methods employed by the researcher, discussion of the results, suggestions for future research and recommendations for practice. The purpose of this study was to examine the experiences of student parents at Purdue Community College and to discover which experiences and support services help the student parent remain engaged. The study captured the experiences of student parents through qualitative interviews with students and student support staff. The three research questions guiding the study were as follows: 1. What are the experiences of student parents which can help them remain engaged in order to persist to graduation? WHEN PARENTS MEET STUDENTS 99 2. What student services are provided to student parents? 3. How do student services personnel at community colleges engage student parents? This qualitative study is exploratory and descriptive. Interviews were used to collect data about student parent experiences, engagement, and perceptions of support services at the community college. The researcher conducted interviews with twelve currently enrolled student parents. The interviews were taped and transcribed and the collected data was analyzed using Creswell’s (2007) six steps of data analysis, allowing the participants' stories to be told in their own voices. Discussion of Findings The discussion of the findings is based upon the themes which emerged from the interview protocol. The interview protocol framework was provided by Nora (2003) who emphasized the unique interaction between the student and the institution. The interaction produces a connection, such as engagement, between the student and the institution which ultimately leads to persistence (Nora, 2003). The interaction is influenced by a variety of elements and addresses pre-college, institutional, and environmental factors which are associated to the college experience that influence student persistence and graduation: (1) precollege/pull factors- past experiences, prior academic achievement, financial circumstances, level of encouragement and support from family and significant others, (2) sense of purpose and institutional allegiance- educational aspirations and commitment to attend and graduate, (3) academic and social experiences- student perceptions of the relationship between student and support staff, opportunities for academic and social integration, provision and utilization of support services that promote student success, (4) cognitive/non-cognitive outcomes- demonstration of investment in the students and validation of their presence on campus, (5) goal WHEN PARENTS MEET STUDENTS 100 determination/institutional allegiance- student perceptions of sense of belonging, and whether the attainment of their education goal was a worthwhile experience, (6) and persistence- demonstration of investment in their education through persisting to the next semester and/or higher degree. Pre-college and Pull Factors. Nontraditional students have limited interactions with other groups within the college community, and therefore draw support from external sources such as family, coworkers, and friends (Bean & Metzner, 1985; Graham & Gisi, 2000; Kasworm & Blowers, 1994). Family support, defined as help getting children to school or caring for children, along with emotional support, was named as an important life experience contributing to the student parent's ability to manage dual roles (Burris, 2001). When asked to describe the kinds of encouragement and support they were receiving in their academic journey, the majority of participants in this study mentioned a spouse, family member, friend, or therapist who provided various types of support. Verbal encouragement, brainstorming essay topics, providing child care during class times, and simple reminders to finish homework assignments were some of the types of support student parents named as having received from their support persons. For these participants, support was a significant factor that made persistence in college possible. Muench (1987) emphasizes that many nontraditional students find it difficult to juggle the roles of student, employee, and family member and that a great deal of assistance is needed in building their self confidence as students, restoring study skills, and time and resource management. For many of these individuals, balancing multiple life-roles creates a unique set of challenges and requires services to address their needs (Fairchild, 2003; Medved & Heisler, 2001; Mercer, 1993). Time conflicts, sick children, lack of child care support, work responsibilities, inconvenient class time, employment, and adjustment difficulties are a part of WHEN PARENTS MEET STUDENTS 101 the lives of this growing student population (Carlin, 2001; Jacobs and King, 2002; Mercer, 1993; Fairchild, 2003). For the participants in this study, juggling multiple roles came with its own challenges, including lack of time. Various degrees of difficulty were reported by the participants, depending on the roles being balanced and the amount and type of support available. Only three participants were involved in campus clubs and activities. Others expressed interest in attending activities and joining clubs, but said they could not due to time constraints. The majority of student parent participants expressed a desire to restore study skills and learn time management skills via workshops and guest speakers. Purpose and Allegiance. Literature has demonstrated that student parents often do not persist in the community college sector (Berkner et al., 2007). However, in this study, ten out of the twelve student participants demonstrated a strong commitment to attend and graduate through the various statements made in the interviews as well as their discussions regarding recent classroom and GPA success. Alisa’s maintenance of a 4.0 cumulative grade point average (GPA) throughout her entire academic journey despite her battle with dyslexia and many hours in the hospital is one of many examples of this strong commitment to excellence. All participants were maintaining a GPA above 3.5 and were striving to earn a 4.0 GPA. The four participants who were a semester away from graduation had been accepted to transfer to a nearby university. Academic and Social Experiences. Building relationships with faculty members plays a crucial role in retention through a stronger sense of integration for nontraditional students in community colleges (Kasworm, 2003). Encouragement and support from staff members can lead to validation of nontraditional students’ needs and experiences (Nora, 2003). Participants in this study indicated that faculty members had a positive impact on student parents and their engagement in the classroom. All student parent participants gave solid examples of their WHEN PARENTS MEET STUDENTS 102 positive experiences with faculty. Examples of faculty understanding and support was demonstrated through flexible homework and exam due dates, working with student parent learning disabilities, allowing participants to bring their child to class when childcare fell through, demonstrating understanding of tardiness due to a breast milk pumping schedule, and deep, encouraging conversations between student parent and professor. Due to time constraints in caring for their families, nontraditional students are much less involved in campus activities and may only interact with their peers while attending class (Graham & Donaldson, 1997). In this study, more than half of the participants expressed an interest in interacting with peers outside of the classroom, but only four of them actually engaged in outside of classroom contact. These findings correlate with a study by Kasworm and Pike (1994), who found that nontraditional students engage in fewer interactions with peers than their traditional counterparts. All participants mentioned a strong connection to their professors, and described interacting with faculty outside out the classroom environment. Ricardo mentioned various examples of this, describing the conversation he and his professors would have about current events in their field of study. This finding is similar to the Weaver and Qi (2005) study, which discovered that nontraditional students visited their professors more often than their traditional counterparts. Having children and raising a family while trying to complete homework assignments and study for exams introduces new barriers to an already difficult and often overwhelming process (Detore-Nakamura, 2003; Gerber, 2005; Jirón- King, 2005; O’Reilly, 2002). Many nontraditional students find it difficult to juggle the roles of student, employee, and family member and that a great deal of assistance is needed in building their self confidence as students, restoring study skills, and time and resource management (Muench, 1987). Participants WHEN PARENTS MEET STUDENTS 103 mentioned various challenges which impeded their success and engagement including frustration with locality of the campus child care, lack of time to finish school and personal transportation, and homelessness. Of the challenges mentioned by the participants in this study, homelessness was a challenge which was not found in the literature reviewed. Institutional support programs have one of the biggest impacts on student success (Braxto et al., 2000; Cofer & Somers, 2001; Gerdes & Mallinckrodt, 1994; Woosley, 2003). The support services available at Purdue College are Admissions, Assessment and Orientation, SWORC, CARE, Career and Transfer Center, Cashier, Counseling Office, DSPS Office, EOPS, Financial Aid, Welcome Center, Duo, Tutoring, and Veteran’s Affairs. Student participants expressed a desire to learn about the resources at the college. Students who had received assistance communicated that they felt that they were a valued member of the college. An analysis of the interview responses indicated that all the participants were aware of the services available to them, but the degree of usage varied among the participants. An analysis of the interview responses indicated that the seven most often used support services by the participants were: Admissions SWORC (State Work Opportunities and Responsibilities to Children) CARE (Cooperative Agencies Resources for Education) Counseling Office EOPS (Extended Opportunities Programs and Services) Financial Aid Duo (Upward Bound, Talent Search, and Student Support Services programs) The stress of asking for assistance is greater in nontraditional students when compared with their traditional-age peers (Conrad, 1993). Denise demonstrated this when she stated that WHEN PARENTS MEET STUDENTS 104 she only asks for help when she runs out of options. Tanya also demonstrated this when she stated that she did not know how to ask for help when she first started college, so she set herself back in the application process. Many student parents have difficulty accessing information about services which are available to them, which may mean that students may potentially leave their program perceiving no way to accommodate their parental and student status (Springer, et al. 2009). Obviously, family-friendly facilities and programs are not useful if student parents cannot locate them or are unaware of their existence. Participants in this study mentioned their frustration with lack of direction and signage at the college. Those who expressed this frustration were not able to locate services needed until well into their second or third semester. This was usually accomplished by word of mouth, even though an overview of the services was also given at the 20 minute orientation which is optional to all new students. Student services at community colleges and universities tend to be designed for traditional students, exhibiting a lack of concern for the needs of nontraditional students (Hadfield, 2003). The participants in this study expressed a great need for the support services that are provided at Purdue College, but expressed concerns with the current services and made recommendations for improving the services currently provided. The analysis of the data indicated the participants had several recommendations and their suggestions follow: 1. Child Care- a) Local, on-site childcare 2. Counseling Office- a)More advertising of services, b) Saturday and/or evening hours, c) Waiting room for children 3. EOPS- a) Clarification on whether children are welcome at events, b) Saturday and/or evening hours, c) Child care offering during workshops 4. Financial Aid- a)Ability to make appointments, b) Saturday and/or evening hours, c) Workshops during evening and/or Saturdays, d) Childcare during workshops, e) Waiting room for children during financial aid appointments WHEN PARENTS MEET STUDENTS 105 5. Tutoring- a) Saturday and/or evening hours Data collected supported the belief that additional services would be beneficial to student parents’ academic success, as well as in their lives, in general. None of the participants were able to identify special student parent support or assistance from the college. Frustration with a distant child care center and events where children were not welcome were expressed by the majority of the participants. Nontraditional students report that student services have been most helpful, and yet need the most improvement (Kim, 2002). Lundberg (2003) points out that this may be due to the fact that while the number of nontraditional students has increased, the understanding of unique factors that predict adult student success have not increased. Participants in this study expressed some surprise at the opportunity given to them to report their recommendations and concerns about what support services need to be included for student parents. The typical response fit nicely into what the students expect from institutions of higher education beyond academics. The analysis of the data indicated the participants had several areas of concern. Childcare was a primary concern for the participants. Participants recommended a local child care referral program where student parents could access a list of students or daycares in the area. This idea came second to actually having a child care center on campus. Availability of child care has been found to be important to the success of student parents, and there is a positive relationship between the accessibility of child care on college campuses and retention rates (Carney- Crompton & Tan, 2002; Gittel, 1986; Gmelch, 1998; Keyes & Boulton, 1995; Matus-Grossman & Gooden, 2002). Support services identified for student parents include peer group support meetings, mentoring programs, and workshops (Townsend, 1995). Another idea brought up by the WHEN PARENTS MEET STUDENTS 106 participants in this study was an integration of personal life workshops into the already existing budgeting workshops on campus. Participants expressed an interest in learning about time management, balancing their personal and student life, being a single parent, and child rearing. Participants also expressed interest in hearing directly from alumni student parents, as they stated that workshops which featured these guest speakers would be of great benefit. Availability of child care during these workshops was a big concern, and participants suggested a waiting room for the children of workshop attendees. Some child care centers also have readily accessible academic advisors or counselors specifically assigned to the child care facility to discuss academic, personal, or parenting issues (IWPR, 2009). Green (1998) even suggested that a swift transition to college was possible through the creation and implementation of a Re-Entry Student Center that incorporated all phases of a nontraditional student experience. In this study, the idea which participants expressed a great amount of interest in was the creation of student parent clubs, organizations, and centers. Participants described this idea in depth, noting that the student parent club would be made up of student parent peers searching for support and belonging at the college. Members of the club would focus on assisting each other in working through academic and parenting issues. The student parent club would be a small branch of the student parent center, an idea which they expressed the most interest. The student parent center would mirror that of the neighboring state university, which included readily available financial aid and academic advisors as well as representatives from specific programs such as SWORC, EOPS, and Duo. Cognitive/Non-cognitive Outcomes. Higher education institutions must create academic and social environments in and out of the classroom which make the nontraditional student feel validated (Kim, 2002). In this study, all student participants mentioned struggling with finding WHEN PARENTS MEET STUDENTS 107 validation of their presence on campus at least once. Only two student participants identified ways in which the college was demonstrating an investment in them. Both participants Charmaine and Marina described a Duo retreat they had been invited to. The other ten student participants were unable to identify ways in which the college was demonstrating an investment in their role as a student parent. They spoke about efforts were made to engage the general student population, but did not feel that those efforts were directed at student parents specifically. Goal Determination and Institutional Allegiance. All participants in this study mentioned an initial sense of uneasiness and felt that they did not fit in to the college environment when they first started their educational journey. Kim (2002) found that nontraditional students have personal apprehensions begin before even enrolling in college, primarily through a fear of rejection from their college application and a negative self assessment. The pressures and anxieties that student parents carry with them as they make their decision to enroll after being away from the academic setting can often lead to increased negative feelings toward entering higher education once again (Conrad, 1993). In this study, students who felt a sense of belonging to the college also mentioned feeling supported by the college. For students who had yet to develop a connection, it was difficult to find support for academic advising, opportunities for involvement, or financial advising. Many participants mentioned that they felt out of place either because of their older age or because they had been out of school for so long. Some of the participants dealt with the age issue from a more positive viewpoint stating they realized age signified experience and wisdom. Mai believed a person was never too old to go to school, and firmly believed that every person can learn something new every day. Although an age question was not included in the interview, based on the responses, the estimated age range for the WHEN PARENTS MEET STUDENTS 108 participants varied from the mid-twenties to the mid-fifties. In almost all instances, the participants were the oldest students in their classes. One of the aspects of their experiences agreed upon by all participants was that the attainment or near attainment of their education goal was a worthwhile experience. When asked what had prompted them to begin or return to college, among the reasons given by many of the study participants was to get an education that would hopefully lead to a better paying job so that they could provide or help provide for their families. More than half of the participants indicated that they wanted to set an example for their children. Overwhelmingly, all the study participant interviews showed that their reasons for beginning or returning to college dealt with having increased employment opportunities or the ability to change their vocational careers. The research has shown that the majority of nontraditional students said that the motivating factor in attending college was for career advancement (Kasworm, 2003). Although each participant’s story was uniquely different in this study, the majority of the participants expressed that their time at the college has been worthwhile, and that their graduation plans were solidified and reachable. Nontraditional student maturity and life experiences lead to higher academic achievements than anticipated (Kim, 2002). Participants in this study mentioned that having dealt and succeeded with their various struggles in life gave them a sense of determination and strength, which helped them succeed and achieve high grades in their classes. Some of the participants mentioned that they viewed their lives as investments, and therefore they were going to make whatever sacrifices that were necessary to succeed in achieving their degree for the sake of their children. WHEN PARENTS MEET STUDENTS 109 Persistence. Student engagement, retention, and development theorists (Astin, 1999; Kuh, 2009; McClenney et al., 2006; Pascarella & Terenzini, 2005; Tinto, 1993) suggest positive correlations between engagement, student learning, and persistence (Hunter & Linder, 2005). Engagement influences the level of commitment during the academic journey, enhances their educational experiences, increases personal development outcomes, and thus the likelihood of successfully completing that journey (Gilardi & Guglielmetti, 2011; Pace, 1980). The student participants in this study communicated a strong investment in their education and were engaged in their academic journey. However, the students in this study were focused much more on persistence than engagement. They made conscious efforts locate college services and strived to earn the highest GPA possible. They sought ways to incorporate classroom material into their lives. Despite difficult circumstances- like financial issues, homelessness, concern about caring for children and family members- these students persisted. These students continued taking classes and aspired to attaining higher degrees upon completion of their community college programs. The results of this study support Nora’s (2003) perspective that student persistence and graduation are influenced by pre-college, institutional, and environmental factors which are associated to the college. The data found in this study supports the idea that when there was a connection between the student parent and the institution, students demonstrated a greater degree of persistence through their experiences. Students who had various types of social and academic support also shared a greater connection to the college community and a desire to achieve their educational goals. WHEN PARENTS MEET STUDENTS 110 Research Questions Research question one asked “What are the experiences of student parents which can help them remain engaged in order to persist to graduation?” Students who had identified supportive individuals both inside and/or outside the academic environment experienced a positive connection with the college and reported that their experiences left them feeling engaged in their academic journey and committed to their academic goals. Students shared ideas to enhance their student experiences; many indicated a desire for on-site childcare, extended service hours at campus offices, and life-balance workshops. Research question two asked: “What student services are provided to student parents?” Students understood and were aware of the student support services that were available and how to use them. The seven most frequently used student services were Admissions, SWORC, CARE, Counseling Office, EOPS, Financial Aid and Duo. The data from this study points to a lack of student parent focused support services at the college. Student service offices did not differentiate between programs specifically for student parents and traditional students. When asked to share about specific examples of needs on campus, student parents gave a few examples of how needs were met, but numerous examples in which they felt the college had not yet recognized their needs. When asked to share an example of support service implementations or changes that had occurred to meet the needs of student parents, support staff were unable to identify any recent changes carried out by the college. Research question three asked: “How do student services personnel at community colleges engage student parents?” Students in this study responded that their interaction with student support staff was meaningful. Some of the participants described the staff members as being empowering and motivating. Students who had no personal interaction with a student WHEN PARENTS MEET STUDENTS 111 support staff member communicated a lack of engagement in the life of the college. In instances where the student had sought the help of support staff, the students generally felt understood. Staff participants indicated that they attempted to engage all students through academic and personal counseling and building strong relationships and rapport with students. However, all staff participants noted that there were no efforts being made to specifically engage this special student population. Pamela shared her final thoughts on being a student parent: Even though it may not look like it, the majority of us are really trying our best. I just want like everyone to understand that we are trying to make some type of difference in our lives. It might take us time because it just gonna take us time, but it will make that reward, our degree, that much sweeter. And at graduation we will feel so much prouder because we know what we went through. But we will know that a big part of that was because of the support of student services. Recommendations and Implications for Practice When community college administrators have an understanding of what keeps their students engaged on campus, it gives them an opportunity to create campus-wide programs which can enhance the learning experiences at their institutions. Research has shown institutional support services to have one of the biggest impacts on student success (Braxton, et al., 2000; Cofer & Somers, 2001; Gerdes & Mallinckrodt, 1994; Woosley, 2003). For this reason, higher education institutions must create academic and social environments in and out of the classroom which make the nontraditional student feel validated (Kim, 2002). As this nontraditional, student parent population grows across all types of institutions (Medved & Heisler, 2001), our understanding of ways to support them becomes increasingly WHEN PARENTS MEET STUDENTS 112 important if we are to help them persist to graduation. Although becoming a college student may appear to be an individual venture, this study found that for student parents to remain engaged in college requires the support of those who surround them inside and outside of the college. In this study, support for student parents allowed them to persist and remain engaged, even in the most extreme of cases. While not all student parent participants dealt with major struggles, the majority of them described struggling with homelessness, abuse, learning disorders, and other difficulties. Yet, because of the substantial support they were receiving from people and services in their personal and academic lives, they were able to not only persist, but many of them achieved high academic honors, all while nurturing their children and families. A number of the participants credited faculty and staff members with instilling in them the belief in their ability to be academically successful. The results of this study indicate that college personnel are not only important to consider, but integral to the persistence and success of this student population. Receiving emotional support was both appreciated and beneficial in regard to persistence towards degree attainment. Student parent success was further increased when student parents utilized the various support services that the college offered. The participants spoke about the value of having a support service to assist them in being academically successful by helping them care for non-academic issues such as finances, personal counseling, and mental health. There is, therefore, a definite need for college administrators to establish or reinforce training provided to faculty, staff and student workers for the purposes of understanding student parent challenges and needs. There are several important points for individuals who work in higher educational settings to be aware of in regard to serving the needs of this student population. Although the student parent participants in this study generally had achieved a high level of academics, they WHEN PARENTS MEET STUDENTS 113 acknowledged that a few key issues which were threatening factors in their potential departure from their studies: inconvenient class scheduling, daytime student service hours of operation, the need for childcare, and the lack of student parent-focused support. Each of these areas would benefit from an audit of best practices to determine if student parent needs are being met in an effective manner. Once the audit has been completed, administrators can move forward with creating an agenda to create or alter services which can help the student parent persist and succeed. None of the student parents wanted special consideration that would place traditional students at a disadvantage. Instead, they wanted to attend a college that has respect for their personal responsibilities and is sensitive to issues associated with student parents. When students feel as though their concerns and questions are not being addressed, this can hinder their performance and persistence. If student parents do not know where to go to receive academic or personal assistance, then the college has lost an opportunity to help the student succeed, adding to the 60% student parent drop-out rate. The evidence from this study suggest that a focus on establishing a customer service model to assist front-line college personnel is necessary in order to successfully guide student parents towards the services that will assist them. Three recommendations emerge from this study that could improve student parent engagement and retention. Recommendation 1: Annual Review of Institutional Practices Related to the Delivery of Services and Support of Student Parents. The results of the study indicate a need for an institutional policy that encourages an annual review and monitoring of student support services. In this study student parent participants indicated that they felt the college was not interested in their feedback. Higher education administrators should evaluate whether student WHEN PARENTS MEET STUDENTS 114 parents are engaged in ongoing dialogue designed to help learners make informed educational planning decisions. Administrators should also evaluate whether student services are accessible and convenient to student parents through many venues. Student service office hours were around the traditional student’s 9 am to 4 pm schedule. The institution should evaluate whether continuous high quality services. Students stated that their time was of great value. When students took time to seek assistance they indicated that they were waiting up to two hours to be assisted with some services. Colleges that serve a large student parent population should evaluate whether the establishment of programs to ease the entry of these students into the institution are feasible. Specific examples of this include a student parent orientation program, a student parent club, and/or a student parent center, where student parents can bring their children to a nearby play area while receiving financial, social, and/or academic support. Recommendation 2: Enhancement of Physical Facilities. Many institutions have been paying more attention to physical facilities recently in an effort to modernize and beautify their campuses through adding space to accommodate increasing enrollment. These small campus transformations are designed to reflect a high quality of education offered to students and engage those attending. The researcher confirmed the lack of changing space in restrooms as well as lack of lactation rooms. Therefore, the researcher recommends that the college should spend time exploring and developing similar updates designed for student parents such as lactation rooms and changing tables. In some cases, adding these small physical details is low-cost, as small, unused rooms and closets can easily be converted. Corners of a lounge adjacent to the women’s restroom can be walled off with either permanent walls or portable partitions. These small changes would provide a direct connection to validate the student parents’ presence on campus, nurture their development, and could increase retention. Services most desired by student parents WHEN PARENTS MEET STUDENTS 115 are local child care referral programs, personal life workshops, student parent clubs, and student parent centers. Recommendation 3: Tracking of Student Parents. Purdue College does an excellent job of recording and publishing student population statistics. While the college has utilized the student engagement surveys in the past, the concept of following up with students is not consistent. The student participants felt that there was no commitment to track their engagement or satisfaction. The college does not have any data on why student parents leave without completing their degree, as they do not keep record of student parent data. With student parents encompassing such a considerable portion of the student population in the United States and with the tightening distribution of tuition dollars, it is imperative that institutions track the retention of all student sub-groups. A study that analyzes the retention of student parents might yield rich data that could enhance programs and improve student satisfaction and engagement. Future Research This research serves as an invitation for other researchers to explore, through empirical research, other crucial areas related to student parents, student engagement, and support services. This study also suggests that additional studies are needed to examine the effects of support services on engagement and retention rates of student parents. There are several avenues of research that could be pursued based on the findings of the current study. First and foremost, this study could be replicated with nontraditional students attending a traditional four-year college or university to determine if the setting would impact students’ perceptions. It would be interesting to look at the data separately but then to compare it to the current study to see if there are differences related to college environment. Further research might explore these study findings by creating a research project designed to gain a WHEN PARENTS MEET STUDENTS 116 more in-depth knowledge of the influence of the faculty on student parents, because this influence was found to have such a significant impact on the higher educational experience of these student parents. The current study found that student parents reported that faculty were a means of support to persist. Thus, it follows that gaining a more in-depth look at this phenomenon could help institutions of higher education to understand how important it is to acknowledge and perhaps include in some way these other individuals who help student parents attend and persist. Another way to broaden this study would be to include interviews with or observation of family members. In this way, a more complete picture could emerge. This type of study would likely not only highlight how the balance of day-to-day demands are negotiated but could more closely examine how college attendance impacts other family members. A final study idea would be to return to each student parent participant to request some longitudinal data. It would be fascinating to get closure on degree completion information and to find out about transfer attendance or plans for college attendance of the participant’s children. Each of these ideas could further the research that was done in the current study. Summary This chapter began with a reinstatement of the problem and a review of the methodology Next, were an analysis and discussion of the results. Included in the discussion was the experiences of student parents and their perceptions of student services and staff members. Also discussed was the usage of the support services and recommendations for additional support services to be included in the offerings to student parents. These were followed by additional findings, implications for practice and proposals for further research. WHEN PARENTS MEET STUDENTS 117 REFERENCES Advisory Committee on Student Financial Assistance (2012, February). Pathways to success: Integrating learning with life and work to increase national college completion. Symposium conducted at the meeting of the U.S. Congress and Secretary of Education, Washington DC. American Association of Community Colleges (2009). AACCprograms. Retrieved April 28, 2012 from http://www.aacc.nche.edu/ Andres, L., & Carpenter, S. (1997). Today’s higher education students: Issues of admission, retention, transfer and attrition in relation to today’s changing demographics. The British Columbia Council on Admissions and Transfer. Retrieved February 24, 2013 from http://bccat.ca/pubs/today.pdf Arnold, J. C., Kuh, G. D., Vesper, N., & Schuh, J. H. (1993). Student age and enrollment status as determinants of learning and personal development at metropolitan institutions. Journal of College Student Development, 34, 11-16. Astin, A. W. (1993). What matters in college: Four critical years revisited. San Francisco: Jossey-Bass. Astin, A.W. (1999). Student involvement: A developmental theory for higher education. Journal of College Student Development, 40(5), 518-529. Retrieved February 24, 2013 from https://www.middlesex.mass.edu/tutoringservices/downloads/astininv.pdf Attinasi, L., & Richardson, R. (1983, November). The persistence of Mexican-American freshmen: A qualitative study. Paper presented at the ASHE Annual Meeting, Washington, DC. WHEN PARENTS MEET STUDENTS 118 Avendano, J. (2003). Student involvement: Assessing student satisfaction, gains, and quality of effort. Dissertation Abstracts International, 64 (12). Baum, S., & Payea, K. (2005). The benefits of higher education for individuals and society. College Board. Retrieved August 5, 2012 from http://advocacy.collegeboard.org/sites/default/files/Education_Pays_2010.pdf. Bean, J.P. (1983). The application of a model of turnover in work organizations to the student attrition process. The Review of Higher Education, 6, 29-148. Bean, J. P., & Metzner, B. S. (1985). A conceptual model of nontraditional undergraduate student attrition. Review of Education Research, 55(4), 485-540. Belcheir, M. J., Michener, B., & Gray, N. (1998). Who stays? Who leaves? Results from a qualitative freshman study. Research Report 98-05. Boise State University Office of Institutional Assessment. Retrieved April 21, 2012 from http://www.eric.ed.gov /ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/16/ed/a5.pdf Benshoff, J.M. (1993). Educational opportunities, developmental challenges: Understanding nontraditional college students. Paper presented at the first annual conference of the Association for Adult Development and Aging, New Orleans, LA. Berger, L., Begun, A., & Otto-Salaj, L. (2009). Participant recruitment in intervention research: Scientific integrity and cost-effective strategies. International Journal of Social Research Methodology 12(1), 79-92. Berkner, L., He, S., Mason, M., & Wheeless, S. (2007). Persistence and attainment of 2003–04 beginning postsecondary students: After three years (NCES 2007–169). National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education. Washington, DC. Retrieved February 24, 2013 from http://nces.ed.gov/pubsearch. WHEN PARENTS MEET STUDENTS 119 Bianchi, A. (1990). Smart Choices: A Woman's Guide To Returning to School. New Jersey: Peterson's Guides. Borglum, K. & Kubala, T. (2000, August). Academic and social integration of community college students: A case study. Community College Journal of Research and Practice, 24, 567-577. Bozick, R., & DeLuca, S. (2005). Better late than never? Delayed enrollment in the high school to college transition. Social Forces, 84(1), 531–554. Braxton, J. M., Milem, J. F., & Sullivan, A. S. (2000). The influence of active learning on the college student departure process. Journal of Higher Education, 71(5), 569-593. Bridges, B., Kuh, G., & O’Day, P. (2001). The National Survey of Student Engagement. NASPA Net Results. Broekemier, G.M. 2002. A Comparison of Two-Year and Four-Year Adult Students: Motivations to Attend College and the Importance of Choice Criteria. Journal of Marketing for Higher Education, 12(1), 31–48 Brooks, R. (2012) Student-parents and higher education: a cross-national comparison. Journal of Education Policy, 23, 423-439. Brus, C. P. (2006). Seeking balance in graduate school: A realistic expectation or a dangerous dilemma? New Directions for Student Services, 115, 31-45. Burris, R. (2001). Teaching student parents. Nurse Educator, 26(2), 66-65, 98. Bush, M. (2010). Changing Conditions in a Changing World: The Situation of Working Female Heads-of-Households in the Chicago Region: Issues, Insights, Implications. Retrieved February 24, 2013 from WHEN PARENTS MEET STUDENTS 120 http://www.eleanorfoundation.org/downloads/EleanorResearchReport- ChangingConditions.pdf Butler, J.D. (1998). The student teaching experience: A comparative study. Unpublished manuscript. (ERIC Document Reproduction Service No. ED417181) Cabrera, A.F., Castaneda, M.B., Nora, A., & Hengstler, D.S. (1992). The convergence between two theories of college persistence. Journal of Higher Education, 63, 143-164. Cabrera, A.F., Nora, A., & Castaneda, M.B. (1993). College persistence: structural equations modeling test of an integrated model of student retention. The Journal of Higher Education, 64, 123–139. Cantor, J. A. (1995). Experiential learning in higher education: Linking classroom and community. ASHE-ERIC Higher Education Reports, 7, 1-102. Carlin, P. (2001) Adult students and community college beginnings: examining the efficacy of performance on a university campus. College Student Journal, 35, 169-182. Carney-Crompton, S. & Tan, J. (2002) Support systems, psychological functioning, and academic performance of nontraditional female students. Adult Education Quarterly, 52, 140-154. Chartrand, J. M. (1990). A causal analysis to predict the personal and academic adjustment of nontraditional students. Journal of Counseling Psychology, 37, 65-73. Chickering, A., & Gamson, Z. (1987). Seven principles of good practice in undergraduate education. AAHE Bulletin, 39, 3-7. Cini, M. & Fritz, J. (1997). Organizational leadership and professional communication: dovetailing theory with praxis for adult learners. Leadership Journal: Women in Leadership-Sharing the Vision 1997;2(1):133-138. WHEN PARENTS MEET STUDENTS 121 Cleveland-Innes, M.(1994). Adult student drop-out at post-secondary institutions. The Review of Higher Education, 17, 423-445. Cofer, J., & Somers, P. (2001). What influences student persistence at two-year colleges. Community College Review, 29(3), 56-72. Cohen, A. M. & Brawer, F. B. (2008). The American community college (4th ed.). San Francisco: Jossey-Bass. Conrad, J. (1993). Educating part-time adult learners in transition. George Washington University School of Education and Human Development. Retrieved February 24, 2013 from http://www.ericdigests.org/1993/part.htm Cox, E.M. & Ebbers, L.H. (2010) Exploring the Persistence of Adult Women at a Mid-Western Community College. Community College Journal of Research and Practice. 34(4), 337- 359. Cox, R. (2009). It was just that I was afraid: Promoting success by addressing students’ fear of failure. Community College Review, 37(1), 52-80. doi: 10.1177/0091552109338390 Creswell, J. W. (2007). Qualitative inquiry & research design (2nd ed.). Thousand Oaks, CA: Sage. Detore-Nakamura, J. (2003). Dissertation distress: A room of one’s own with a crib and a computer. Mothering in the Academy, 5, 57-61. Dickerson, J. & Stiefer, T. (2006). Nontraditional students. In L.A. Gohn & G.R. Albin (Eds.), Understanding college student subpopulations: A guide for student affairs professionals (181-194). National Association of Student Personnel Administrators (NASPA), Inc. Donaldson, J. F., Graham, S., Kasworm, C. & Dirkx J. M. (2000, April). Adult undergraduates’participation and involvement: Future directions for theory and WHEN PARENTS MEET STUDENTS 122 research. Paper presented at the Annual Meeting of the American Educational Research Association, Montreal, Canada. Retrieved June 12, 2012, from http://eric.ed.gov/ ERICDocs /data/ ericdocs2sql/content_storage_01/0000019b/80/17/91/e5.pdf Ely, E. (1997). The non-traditional student. Paper presented at the American Association of Community Colleges Annual Conference, Anaheim, CA. Erickson, F. (1990). Qualitative Methods: Research on Teaching and Learning. The Handbook of research on teaching. New York: Macmillan Fadale, L., & Winter, G. (1991). Campus-based child care and the academic success of student parents.” Community/Junior College Quarterly of Research and Practice, 15(2), 115- 123. Fairchild, E. (2003). Multiple roles of adult learners. New Directions for Student Services, 102. doi: 10.1002/ss.84 Fontana, A. & Frey, J.H. (2000). The interview: From structured questions to negotiated text. In Denzin, N.K. & Lincoln, Y.S. (Eds.), Handbook of qualitative research (2nd ed., pp. 645- 672). Thousand Oaks, CA: Sage Publications. Fritschner, L. (2000). Inside the undergraduate classroom: Faculty and students differ on the meaning of student participation. Journal of Higher Education, 71(3), 342-362. Gerber, N. (2005). Pregnant with meaning: A mother’s sojourn in the academy. In R. Bassett (Ed.), Parenting & professing: Balancing family work with an academic career (pp. 113- 121). Nashville, TN: Vanderbilt University Press. Gerdes, H. & Mallinckrodt, B. (1994). Emotional, social, and academic adjustment of college students: a longitudinal study of retention. Journal of Counseling & Development, 72, 281-288. WHEN PARENTS MEET STUDENTS 123 Giancola, J., Munz, D., & Trares, S. (2008). First-versus continuing-generation adult students on college perceptions: Are differences because of demographic variance? Adult Education Quarterly: A Journal of Research and Theory, 58(3), 214-228. doi:10.1177/0741713608314088 Gilardi, S. & Guglielmetti, C. (2011). University life of non-traditional students: Engagement styles and impact on attrition. The Journal of Higher Education, 82(1). 33-53. Gilbert, L., Holahan, C. (1982). Conflicts Between Student/Professional, Parental, and Self- Development Roles: A Comparison of High and Low Effective Copers. Human Relations. 35(8): 635-648. Glesne, C. (1999). Becoming qualitative researchers: An introduction. (2nd ed.). New York: Longman. Gmelch, S.B. (1998). Gender on Campus - Issues for College Women. New Jersey: Rutgers University Press. Graham, S., & Donaldson, J. (1997). Comparing adult students’ growth in college to that of traditional students. Paper presented at the Annual Meeting of the American Educational Research Association, Chicago, IL. Graham, S., & Gisi, S. (2000). Adult undergraduate students: What role does college involvement play? NASPA Journal, 38(1), 98-121. Green, C. (1998). An investigation of the perceived barriers to undergraduate education for nontraditional students at Montana State University-Northern. (Doctoral dissertation, Montana State University). Retrieved February 24, 2013 from ProQuest Dissertations and Theses database. WHEN PARENTS MEET STUDENTS 124 Grubb, N., Badway, N, & Bell, D. (June 1997) Workforce, economic, and community development: The changing landscape of the “entrepreneurial” community college. League for Innovation in the Community College, National Center for Research in Vocational Education, and National Council on Occupational Education. (ED 413033) Guest, G., Arwen, B., Johnson, L. (2005). How many interviews are enough? An experiment with data saturation and variability. Field Methods, 18(1), 59-82. Hadfield, J. (2003). Recruiting and retaining adult students. New Directions for Student Services, 102, 17-25. Hammer, L. B., Grisby, T. D., & Woods, S. (1998). The conflicting demands of work, family, and school among students at an urban university. Journal of Psychology, 132, 220–226. Hazzard, T. (1993). Programs, issues, and concerns regarding nontraditional students with a focus on a model orientation session. Tallahassee, FL: Florida State University Continuing Education.(ED357813). Hirt, J. B. (2006). Where you work matters: student affairs administration at different types of institutions. Lanham, MD: University Press of America. Horn, L. J. & Carroll, C. (1996). Nontraditional Undergraduates: Trends in Enrollment from 1986 to 1992 and Persistence and Attainment Among 1989-90 Beginning Postsecondary Students. Washington DC: National Center for Education Statistics. Horn, L., Cataldi, E. F., & Sikora, A. (2005). Waiting to attend college: Undergraduates who delay their postsecondary enrollment (NCES 2005- 152). U.S. Department of Education, National Center for Educational Statistics. Washington, DC: Government Printing Office. Hu, S., & Wolniak, G. C. (2010). Initial evidence on the influence of college student engagement on early career earnings. Research in Higher Education, 51(8), 750-766. WHEN PARENTS MEET STUDENTS 125 Hunter, M. S., & Linder C. W. (2005). First-year seminars. In M. L. Upcraft, J. N. Gardner, &B.O. Barefoot&Associates (Eds.), Challenging and supporting the first-year student (pp. 275-291). San Francisco: Jossey-Bass. Institute of Higher Education Policy (IHEP). (1998). Reaping the benefits: Defining the public and private value of going to college. Institute for Women’s Policy Research (2009). Analysis of 2008 Integrated Postsecondary Education Data System data. Jacobs, J., & King, R. (2002) Age and college completion: a life-history analysis of women aged 15-44. Sociology of Education, 75, 211-230. Jacoby, B. (2000). Why involve commuter students. New Directions for Higher Education, 109, 3-12. Retrieved July 30, 2012, from http://0- www3.interscience.wiley.com.library.uark.edu/cgi-bin/fulltext/101523550/PDFSTART. Jirón-King, S. (2005). La estudiante caminante: My motherwork is here, My otherwork is there. In R. Bassett (Ed.), Parenting & professing: Balancing family work with an academic career (pp. 21-33). Nashville, TN: Vanderbilt University Press. Johnson, L.G., Schwartz, R.A., Bower, B.L. (2000). Managing Stress Among Adult Women Students in Community Colleges. Community College Journal of Research And Practice, 24, 289-300. Jones, C. E., & Watt, J. D. (1999). Psychosocial development and moral orientation among traditional-aged college students. Journal of College Student Development, 40(2), 125. Jones, D. J., & Watson, B. C. (1990). "High risk" students and higher education: Future trends. (ASHE-ERIC Higher Education Report No. 3). Washington, DC: The George Washington University, School of Education and Human Development. WHEN PARENTS MEET STUDENTS 126 Kahlenberg, R. (2012). Community colleges and the state of the union. The Chronicle of Higher Education. Retrieved June 22, 2012 from http://chronicle.com/blogs/innovations/ community-colleges-and-the-state-of-the-union/31414 Kane, T., & Rouse, E. (1999). The community college: Educating Students at the Margin Between College and Work. Journal of Economic Perspectives, 13(1), 63-84. Kasworm, C. (2005). Setting the stage: Adults in higher education. New Directions in Student Services, 102(Summer 2003), 3-10. (EJ671138) Kasworm, C., & Blowers, S. (1994). Adult undergraduate students: Patterns of learning involvement. Report to the Office of Educational Research and Improvement, Department of Education, Washington, DC. Knoxville, TN: College of Education, University of Tennessee. Kasworm, C. E., & Pike, G. R. (1994). Adult undergraduate students: Evaluating the appropriateness of a traditional model of academic performance. Research in Higher Education, 36, 689-710. Keith, P. M. (2007). Barriers and nontraditional students’ use of academic and social services. College Student Journal, 41(1), 123-127. Keyes, C. & Boulten, P. (1995). “Campus Children’s Centers: Support for Children and Families.” Children Today, 23 (4): 18-21. Kim, K. (2002). Exploring the meaning of “nontraditional” at the community college. Community College Review, 30(1), 74-89. (EJ652550) Knowles, M. (1984). Andragogy in action: Applying modern principles of adult learning. San Francisco: Jossey-Bass. WHEN PARENTS MEET STUDENTS 127 Kuh, G. D. (1995). The other curriculum: Out-of-class experiences associated with student learning and personal development. Journal of Higher Education, 66(2), 123-155. Kuh, G.D. (2001). Assessing what really matters to student learning: Inside the National Survey of Student Engagement. Change, 33(3), 10-17, 66. Kuh, G. D. (2009). The National Survey of Student Engagement: Conceptual and empirical foundations. New Directions for Institutional Research, 2009(141), 5. Kuh, G. D., Kinzie, J., Cruce, T., Shoup, R., & Gonyea, R. M., (2007). Connecting the dots: Multi-Faceted analyses of the relationships between student engagement results from the NSSE, and the institutional practices and conditions that foster student success. Center for Postesecondary Research, Indiana University, Bloomington. Kuh, G. D., Kinzie, J., Schuh, J. H., & Whitt, E. J. (2005). Student success in college: Creating conditions that matter. San Francisco, CA: Jossey-Bass. Lederman, D. (2008). Conceiving a new agenda for public higher education. Inside Higher Ed, Retrieved August 5, 2012, from http://www.insidehighered.com/news/2008/06/10/publics Levin, J. S. (2000). The revised institution: The community college mission at the end of the twentieth century. Community College Review, 28(2), 221-235. Lincoln, Y.S., & Guba, E. G. (1985). Naturalistic Inquiry. Beverly Hills, CA: Sage Publications. Lundberg , C. (2003). The Influence of Time-Limitations, Faculty, and Peer Relationships on Adult Student Learning: A Causal Model. The Journal of Higher Education, 74(6), 665- 688. Lynch, J., & Bishop-Clark, C. (1998). A comparison of the nontraditional students’ experience on traditional versus nontraditional campuses. Innovative Higher Education, 22(3), 217- 229. (EJ562839) WHEN PARENTS MEET STUDENTS 128 Marks, H.M. (2000). Student engagement in instructional activity: Patterns in the elementary, middle, and high school years. American Educational Research Journal, 37 (1), 153-84. Mason, M. A. (2006, December). Graduate student parents: The underserved minority. Paper presented at the Council of Graduate Schools, Washington, DC. Retrieved March 31, 2012, from http://www.cgsnet.org/portals/0/pdf/mtg_am06Mason.pdf Master Plan for Higher Education in California (2009). Master Plan. Retrieved June 30, 2012, from http://www.ucop.edu/acadinit/mastplan/ Matus-Grossman, L., & Gooden, S. (2002). “Opening Doors: Students’ Perspectives on Juggling Work, Family, and College.” With Melissa Wavelet, Melisa Diaz, and Reishma Seupersad. http://www.mdrc.org/publications/260/overview.html McAtee, A. & Benshoff, J. (2006). Rural Dislocated Women in Career Transition: The Importance of Supports and Strategies. Community College Journal of Research and Practices, 30, 697-714. McClenney, K., Marti, C. N., & Adkins, C. (2006). Student engagement and student outcomes: Key findings from CCSSE validations research Austin: University of Texas. McGivney, V. (2004). Understanding persistence in adult learning. Open Learning, 19(1), 33-46. Medved, C., & Heisler, J. (2001). A Negotiated Order Exploration of Critical Student-Faculty Interactions: Student-Parents Manage Multiple Roles. Communication Education, 51:2, 105-120 Mercer, D. (1993) Older coeds: predicting who will stay this time. Journal of Research and Development in Education, 26, 153-163. Merriam, S.B. (2002). Qualitative research in practice: Examples for discussion and analysis. San Francisco, CA: Jossey-Bass. WHEN PARENTS MEET STUDENTS 129 Merriam, S. B. (2009). Qualitative research: A guide to design and implementation. San Francisco, CA: Jossey-Bass. Merriam, S.B., Caffarella, R.S. & Baumgartner, L.M. (2007). Learning in adulthood: A comprehensive guide (3rd ed.). San Francisco, CA: John Wiley & Sons, Inc. Metzner, B.S., & Bean, J.P. (1987). The estimation of a conceptual model of nontraditional undergraduate student attrition. Research in Higher Education, 27, (1), 15-38. Miller, K. (2010). Student parents face significant challenges to postsecondary success [Fact sheet]. Retrieved February 24, 2013 from http://www.iwpr.org/publications/pubs/student- parents-face-significant-challenges-to-post-secondary-sucess Miller, K. (2012). Single student parents face financial difficulties, debt, without adequate aid [Fact sheet]. Retrieved February 24, 2013 from http://www.iwpr.org/publications/pubs/single-student-parents-face-financial-difficulties- debt-without-adequate-aid Moore, J., Lovell, C., McGann, T., & Wyrick (1998). Why involvement matters: A review of research on student involvement in the collegiate setting. College Student Affairs Journal, 17(2), 5-17. Morgan, W. (2001). A journey through adult student involvement on campus. Journal of Student Affairs, 2001 (10), 1-15. Retrieved February 24, 2013, from http:www.sahe.colostate.edu/Journal_articles/Journal%202000_2001.vol%2010/A%20Jo urney%20Through%20Adult%20Student.pdf. Murtaugh, P., Burns, L., & Schuster, J. (1999). Predicting the retention of university students. Research in Higher Education, 40, 355-371. WHEN PARENTS MEET STUDENTS 130 National Association of Student Personnel Administrators, Student affairs professionals (n.d.). Retrieved February 13, 2013 from http://www.naspa.org/about/default.cfm. National Audit Office (2007). Staying the course: The retention of students in Higher Education. London: TSO (The Stationery Office). Retrieved June 9, 2012, from http:// www.tso.co.uk/bookshop National Center for Education Statistics, Fast facts (n.d.). Retrieved January 22, 2012 from http://nces.ed.gov/fastfacts/display.asp?id=98 National Center for Education Statistics, Nontraditional undergraduates/definitions and data (n.d.). Retrieved January 21, 2012 from http://nces.ed.gov/pubs/web/97578e.asp National Survey of Student Engagement. (2000). National benchmarks of effective educational practice. National Survey of Student Engagement. Bloomington, IN: Indiana University Center for Postsecondary Research, Author. National Survey of Student Engagement. (2001). Improving the college experience: National benchmarks of effective educational practice. Bloomington, IN: Indiana University Center for Postsecondary Research, Author. Newmann, F. M. (1992). Student Engagement and Achievement in American Secondary Schools. New York: Teachers College Press. Newmann, F. M., Wehlage, G.G., & Lamborn, S.D. (1992). The significance and source of student engagement. In Newmann, F.M. (ed.).(1992). Student Engagement and Achievement in American Secondary Schools. New York: Teachers College Press. Nora, A. (2002). A theoretical and practical view of student adjustment and academic achievement. In W.G. Tierney & L.S. Hagedorn (Eds.), Increasing access to college: Extending possibilities for all students. Albany: State University of New York Press. WHEN PARENTS MEET STUDENTS 131 Nora, A. (2003). Access to higher education for Hispanic students: Real or illusory? In J. Castellanos & L. Jones (Eds.), The majority in the minority: Expanding representation of Latino/a faculty, administration and students in higher education. (pp.47-67Nora, A., Attinasi, L.C., & Matonak, A. (1990). Testing qualitative indicators of precollege factors in Tinto’s attrition model: A community college student population. Review of Higher Education, 13(3), 337-355. Nora, A. & Cabrera, A. (1996). The role of perceptions of prejudice and discrimination on the adjustment of minority students to college. Journal of Higher Education, 67(2), 119-140. Nora, A., Kraemer, B., & Itzen, R. (1997, November). A causal model: ASHE annual meeting paper. Paper presented at the annual meeting of the Association for the Study of Higher Education, Albuquerque, NM. (ED415824). Nuss, E. M. (1996). The development of student services affairs. In S. R. Komives & D. B. Woodard (Eds.), Student Services: A Handbook for the Profession (pp. 22-42). San Francisco, CA: Jossey-Bass. O’Brien, C., & Merisotis, J. (1996). Life after forty: A new portrait of today’s—and tomorrow’s-- postsecondary students. The Education Resources Institute. Retrieved February 3, 2012 from http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b /80/14/cc/9e.pdf O’Reilly, A. (2002). What’s a girl like you doing in a nice place like this? Mothering in the academy. In E. Hannah, L. Paul, & S. Vethamany-Globus (Eds.), Women in the Canadian academic tundra (pp. 183-188). Montréal, Quebec, Canada: McGill-Queen’s University Press. WHEN PARENTS MEET STUDENTS 132 O'Keefe, V. (1993, November) How to help adult and nontraditional students find success through the communication course. Paper presented at the annual meeting of the Speech Communication Association, Miami Beach,FL. (ED368006). Pace, C. R. (1980) Measuring the quality of student effort. Current Issues in Higher Education, 2, 10-16. Padula, M. A. (1994). Reentry Women: A literature review with recommendations for counseling and research. Journal for Counseling and Development, 9/10, 10-15. Pandey, S., Zhan, M., & Youngmi, K. (2006). Bachelor’s degree for women with children: A promising pathway to poverty reduction. Equal Opportunities International, 25(7), 488– 505. Pascarella, E.T. (1982). Studying student attrition. New Directions for Institutional Reseasrch. San Francisco: Jossey-Bass. Pascarella, E.T., & Terenzini, P. T. (1998). Studying college students in the 21st century: Meeting new challenges. The Review of Higher Education, 21, (2), 151-165. Pascarella, E. T., & Terenzini, P. T. (2001) How college affects students: Findings and insights from twenty years of research. San Francisco: Jossey-Bass. Pascarella, E. T., & Terenzini, P. T. (2005). How college affects students: A third decade of research. San Francisco: Jossey-Bass. Patton, M. Q. (2002). Qualitative research and evaluation methods (3rd ed.). Thousand Oaks, CA: Sage. Poison, C. (1993). Teaching adult students. Manhattan: Center for Faculty Evaluation and Development in Higher Education. 1993; (ED 395136). WHEN PARENTS MEET STUDENTS 133 Provasnik, S., & Planty, M. (2008). Community college: Special Supplement to the condition of Education 2008. Washington, DC: National Center for Education Statistics, Institute of Educational Sciences, U.S. Department of Education. Purdue College Catalog. (2011). Retrieved August 15, 2012, from http://www.purduecollege.edu/library/2011-11_Catalog.pdf. Purdue College Student Services Program Review. (2009). Retrieved August 15, 2012, from www.purduecollege.edu/wp/student_service.../PCCSS-summary.doc Purslow, V., & Belcastro, A. (2006). An integrative framework: meeting the needs of the new- traditional student. Paper presented at the meeting of the Association of American Colleges and Universities (Chicago, IL, Nov. 2006). Quimby, J. & O’Brien, K. (2006). Predictors of well-being among nontraditional female college students with children. Journal of Counseling and Development 84 (4): 451-460. Rendón, L. (1994). Beyond involvement: Creating validating academic and social communities in the community college. University Park PA: National Center on Postsecondary Teaching, Learning, and Assessment. (ED374728). Retention Rates Improve at Community Colleges but Drop at Private 4-Year Institutions (2011, January 20). The Chronicle of Higher Education. Retrieved February 24, 2013 from http://chronicle.com/ blogs/ticker/retention-rates-improve-at-community-colleges-but- drop-at-private-4-year-institutions/29882. Rouse, C. E. (1995). Democratization or diversion? The effect of community colleges on educational attainment. Journal of Business Economics and Statistics. 13(2), 217-24. Rouse, C. E. (1998). Do Two-year colleges increase overall educational attainment? Evidence from the states. Journal of Policy Analysis and Management, 17(4) 595-620. WHEN PARENTS MEET STUDENTS 134 Ryan, J. (2004). The relationship between institutional expenditures and degree attainment at baccalaureate colleges. Research in Higher Education, 45(2). Sandler, M.E. (2000). Career decision-making self-efficacy, perceived stress, and an integrated model of student persistence: A structural model of finances, attitudes, behavior, and career development. Research in Higher Education, 41(5), 537-580. Schuetze, H. G., & M. Slowey. (2002). Participation and exclusion: A comparative analysis of non-traditional students and lifelong learners in higher education. Higher Education, 44: 309-327. Sechrest, L. B., & Scott A. G. (1993). In N. L. Smith (Series Ed.) & L. B. Sechrest & A. G. Scott (Vol. Eds.). New directions for program evaluation: Understanding causes and generalizing about them, 57, 1-3. San Francisco: Jossey-Bass. Seidman, A. (2005). College Student Retention: Formula for Student Success. Westport: Praeger Publishers. Seidman, I. (2006). Interviewing as qualitative research: A guide for researchers in education. New York, NY: Teachers’ College Press. Shumer, R. (2001). Service-learning is for everybody. New Directions for Higher Education(114), 27-34. Smith, B. (1995, April). Hidden rules, secret agendas: Challenges facing contemporary women doctoral students. Paper presented at the annual meeting of the American Educational Research Association. Springer, K., Parker, B., Leviten-Reid, C. (2009). Making space for graduate student parents. Journal of Family Issues. 30(4): 435-437 WHEN PARENTS MEET STUDENTS 135 Sundberg, L. (1997). Marketing analysis for the nontraditional student at Carl Sandburg Community College. Galesburg, IL: Carl Sandburg Community College. (ED413032). Taniguchi, H., & Kaufman, G. (2005). Degree completion among nontraditional college students. Social Science Quarterly, 86 (4), 912–927. Terrell, P.S. (1990). Adapting Institutions of Higher Education to Serve Adult Students Needs. NASPA Journal, 27(3), 241-247. Thorman, A., Otto, J., & Gunn-Wright, R. (2012). Housing resources and programs for single student parents at community and technical colleges [Fact sheet]. Retrieved February 24, 2013 from http://www.iwpr.org/publications/pubs/housing-resources-and-programs-for- single-student-parents-at-community-and-technical-colleges Tinto, V. (2008). Taking student success seriously: Rethinking the first year of college. Retrieved May 2, 2012, from http://suedweb.syr.edu/Faculty/ Vtinto/Files/AACRAOSpeech.pdf Traiger, J. (2006). Working nontraditional adult undergraduate students’ development of career identity and life satisfaction: A qualitative examination. (Doctoral dissertation, University of Missouri – Kansas City). Retrieved February 24, 2013 from ProQuest Dissertations and Theses database. (Order No. 3216398) Trostel, P. (2007). $100 bills lying on the ground: Government funding of higher education pays for itself many times over. New England Journal of Higher Education, 22(2), 13-14. (EJ793924) U.S. Department of Education, National Center for Education Statistics. 2002. Descriptive Summary of 1995096 Beginning Postsecondary Students: Six Years Later, NCES 2003- 151, by Lutz Berkner, Shirley He, and Emily Forrest Cataldi. Project Officer: Paula Knepper. Washington, DC: 2002. WHEN PARENTS MEET STUDENTS 136 U.S. Department of Education (2007) Performance Measure Analysis: 36-Month Performance of FY 2002 Grantees. Child Care Access Means Parents In School Program. <http://www2.ed.gov/programs/campisp/ccampisanalysisfy02.pdf> U.S. Department of Education (2007). Strategic plan for fiscal years 2007-2012, Washington, DC. Retrieved January 21, 2012. , http://www2.ed.gov/about/reports/strat/plan2007- 12/2007-plan.pdf. U.S. Department of Education (n.d.). Student support services. Retrieved February 13, 2013. <http://www2.ed.gov/programs/triostudsupp/index.html> Urchick, S. (2004). Perceived service satisfaction and its impact on adult students’ persistence in higher education: A qualitative study of female adult students from a small public university. (Doctoral dissertation, Indiana University of Pennsylvania). Retrieved February 24, 2013 from ProQuest Dissertations and Theses database. Van Stone, N., Nelson, J. R., & Niemann, J. (1994). Poor single-mother college students' views on the effect of some primary sociological and psychological belief factors on their academic success. Journal of Higher Education, 65, 571-584. Weaver, R. & Qi, J. (2005) Classroom organization and participation: College students’ perceptions. Journal of Higher Education, 76 (5),570-601. doi: 10.1353/jhe.2005.0038 White, J. (2001). Adult women in community colleges. Retrieved February 27, 2012 from http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/1 6/f3/3c.pdf Whitt, E. (1994). Encouraging adult learner environment. NASPA Journal, 31 (4), 309-318. Wilson, K. & Cox, E. (2011). No kids allowed: Transforming community colleges to support mothering. NASPA Journal About Women in Higher Education. 4(2), 218-241. WHEN PARENTS MEET STUDENTS 137 Wisker, G., Robinson, G., Trafford, V., Lilly, J., & Warnes, M. (2003). Recognizing and overcoming dissonance in postgraduate student research. Studies in Higher Education, 28(1), 91-105. Women Employed. 2011. Single Mothers and College Success: Creating Pathways Out of Poverty. Retrieved February 24, 2013 from http://www.womenemployed.org/fileadmin/templates/docs/Kellogg_SingleMothers_FIN AL.pdf Woosley, S. A. (2003). How important are the first few weeks of college? The long term effects of initial college experience. College Student Journal, 37(2), 201-209. Yadegarpour, M. (2006). Enrollment decisions of nontraditional adult learners: What factors affect nontraditional adult learners to select a university. (Doctoral Dissertation, University of La Verne). Retrieved February 24, 2013 from ProQuest Dissertations and Theses database. (Order No. 3207088) Ziemelis, M. (2000). Intellectual equity and building your very own dream team. Ganthead.com Retrieved April 14, 2012 from http://www.gantthead.com/content/articles/13536.cfm WHEN PARENTS MEET STUDENTS 138 Appendix A Posted Announcement (Text Only) Are you a Purdue College Student Parent? If so, then I want to speak with you! Who? You can participate in this study if you: Are a full time or part time student Are attending Purdue Community College Have one or more children ages 17 years and under Where and When? Interviews will take place in November. There will be one 30 to 60 minute interview. You can choose the time and place. You will receive a $25 Target gift card just for participating! How? Log onto http://www.surveymonkey.com/s/XXXXX to take a very brief survey before November 7, 2012 You will be automatically entered in a raffle drawing for another $25 Target gift card! You will be contacted to set up an interview Want more info? Contact Jannette Flores: XXX.XXX.XXX or jattar@usc.edu WHEN PARENTS MEET STUDENTS 139 Appendix B Online Survey Questions 1) Please check below all the descriptors that define your student status: __ Full-time student __ Part-time student (less than 12 credit hours) __ Married with dependent children __ Single with dependent children __ 18 to 25 years of age __ 25-39 years of age __ Over the age of 40 __ None of the above apply 2) If you indicated that you are a parent, please indicate the age(s) of your child(ren): __0–5 years old __ 6-12 years old __ 13-17 years old 3) Would you be willing to participate in a short (no longer than 60 minutes) interview with the researcher about your experiences at Purdue College (participants will be compensated with a $25 Target gift card)? __ Yes __ No In order to be entered into the gift card drawing please provide your contact information including name, valid email address, and phone number where you can be reached at. Thank you for your participation. You will be entered into a drawing for one of two $25 Target Gift Cards. Winners will be notified via email by Month Day, Year. WHEN PARENTS MEET STUDENTS 140 Appendix C Information Sheet STUDY INFORMATION SHEET PROJECT TITLE: When Parents Become Students: An Examination of Experiences, Support Needs, and Support Opportunities which Contribute to Student Parent Engagement in Community College APPROVAL DATE OF PROJECT: September 19, 2012 EXPIRATION DATE OF PROJECT: September 19, 2013 PURPOSE OF THE RESEARCH: The purpose of this study is to examine the perceived student service and facility needs of student parents attending community colleges and how these support services contribute to their engagement. The overall aim of the study is to develop student support services for this population in higher education. PROCEDURES OR METHODS TO BE USED: This will be a qualitative study relying upon qualitative interview methods to answer the research questions. A survey will be posted with an explanation of the study. The purpose of the survey will be to gather demographic information. The final question of the survey will ask students to indicate their willingness to participate in additional qualitative research in the form of interviews. Students who indicate a desire to participate will receive a follow-up phone call or email asking them to schedule a 60 minute interview. The student support services interviewees will be selected based upon their volunteers. With the assistance of the department heads, one volunteer staff member from each office will be contacted via phone and an appointment scheduled to explain the purpose of the study. The actual appointment will be scheduled for 30 minutes to one hour to allow for ample interview time. The interviews will be transcribed and the transcripts coded for emerging themes. These themes will be compared and contrasted with the data from student interviews and support service staff interviews. ALTERNATIVE PROCEDURES OR TREATMENTS, IF ANY, THAT MIGHT BE ADVANTAGEOUS TO SUBJECT: None LENGTH OF STUDY: November 14- November 17, 2012 RISKS ANTICIPATED: No extreme risks are anticipated as the participants have self-selected themselves and are comfortable in sharing their perspective. BENEFITS ANTICIPATED: Participants will be able to reflect on their college experience and take new meaning and ownership over the utilization of student support services. The research will also potentially benefit future student parents in the delivery of student support services to them in a manner that increases their engagement with the college. WHEN PARENTS MEET STUDENTS 141 EXTENT OF CONFIDENTIALITY: Upon transcription of the data, no names will be used or reported in the results. At the conclusion of the research project, the digital recordings will be professionally deleted. Transcripts of interviews will have no personal information connecting them to individual participants or to the college. IS COMPENSATION OR MEDICAL TREATMENT AVAILABLE IF INJURY OCCURS: No PARENTAL APPROVAL FOR MINORS: N/A CONTRACTS AND QUESTIONS: The researcher conducting this study is Jannette E. Flores. The dissertation chair is Tracy Tambascia. You may ask any questions you have now or later by contacting XXX-XXX- XXXX(C) or jattar@usc.edu. You will be given a copy of this form to keep for your records. WHEN PARENTS MEET STUDENTS 142 Appendix D Student Interview Guide Student interviews will take place at Purdue College at a location agreed upon by the researcher and participant. The participant will be given an information sheet with the details of the study. The researcher will explain to the participant that the interview will be digitally recorded and the researcher will take notes during the interview which will allow for transcription for data collection after the interview. It will be important to spend time putting the subject at ease with basic conversation before jumping in to the interview questions. Student Interview Questions Research Question One 1. What is your primary educational goal? 2. What GPA are you striving to earn? 3. What roles or responsibilities do you currently have? 4. What are your spouse/partners (if applicable) primary responsibilities? 5. What specific challenges do you face balancing multiple roles? 6. Why did you choose to attend Purdue College? 7. Who or what has had the most influence on your decision to return to college? 8. What helped you make the transition back to school? 9. How long have you been a student at Purdue College? 10. What kinds of Financial Aid are you receiving at Purdue College, if any? 11. What are your graduation plans? 12. What courses do you expect to enroll in for Spring 2013? 13. What was your GPA in high school? What is your current GPA? 14. What is your experience at Purdue College as a student parent? 15. Have you been performing as well as you expected to in school? 16. What kinds of encouragement and support are you receiving from your family in your efforts to complete your program at Purdue College? 17. Do you feel that Purdue College supports your roles as both a student and a parent? Why? Why not? 18. Are you interested in interacting with faculty? Why? Why not? 19. What types of contact with faculty that you have are meaningful to you? In what ways? 20. What is the frequency of contact with other students? WHEN PARENTS MEET STUDENTS 143 21. Can you explain the types of contact you have inside the class? Who initiates contact inside the class? 22. What types of contact with other students that you have are meaningful to you? In what ways? 23. Are you interested in interacting with other students? Why? Why not? 24. What factors would make it more/less likely that you would develop relationships with faculty and/or other students? Research Question Two 1. What type of student support services (such as registrar, financial aid, admissions, child care, etc.) have you utilized most frequently during your time at Purdue College? 2. Which support services do you feel reinforce your ability to be successful in college? 3. Are there any specific programs in Purdue College that helped you decide to return or stay? If so, explain. 4. How would you describe your satisfaction level with student support services and can you provide some specific examples on what other services would be helpful to you that are not already in place? 5. Can you describe for me your experiences with student support staff? 6. What resources and support can we provide to assist you achieve your academic goals? Research Question Three 1. In what ways does Purdue College demonstrate an investment in you as a student parent? 2. Can you name specific ways student services enhances your learning experience? 3. What do you do to stay involved and connected as a student at Purdue College? 4. How do you build a connection to the material you learn in class? 5. What, if any, student organizations are you involved in? 6. In what ways does Purdue College give you the opportunities to voice your opinion about important matters in and out of the classroom? Finishing Questions WHEN PARENTS MEET STUDENTS 144 1. Based on your thoughts about student parent enrollment on community college campuses, what would you like for me to include in this research study? 2. Do you know anyone else who may be eligible and willing to participate in this study? WHEN PARENTS MEET STUDENTS 145 Appendix E Staff Interview Guide Staff interviews will take place in the student support services offices. It is important that the interviews take place within the department offices to allow the researcher to observe and record the office environment. The participant will be given an information sheet about the study. The researcher will explain that the interview will be digitally recorded and the researcher will take notes during the interview which will allow for transcription for data collection after the interview. It will be important to spend time putting the subject at ease with basic conversation before jumping in to the interview questions. Student Support Service Staff Interviews Research Question One 1. What is your role at Purdue College and what brought you to Purdue College and your current position? 2. Why do you think some student parents do not complete their courses and/or program at Purdue College? 3. How do finances affect student parent persistence and success? Research Question Two 4. Is there someone that coordinates retention efforts campus-wide? Do you think there should be such an individual or office? Explain. 5. What type of student support services (such as registrar, financial aid, admissions, child care, etc.) have you noticed that student parents utilize most frequently at Purdue College? 6. How are students made aware of the different kind of support services available to help them? 7. Do you know what kind of things the university/faculty is doing to address student parent issues and are they effective in your mind? 8. Based on your experiences what are the other student support service areas at Purdue College that offer services geared for student parents? 9. What changes have you seen in the menu of services provided by your office since your time here? 10. What changes do you see as necessary in the delivery of support services to student parents? WHEN PARENTS MEET STUDENTS 146 11. How would you describe the student parent satisfaction level with your department and can you provide some specific examples on what other services would be helpful to them that are not already in place? Research Question Three 12. How does your office demonstrate an investment in student parents? 13. What are the ways in which your office enhances the learning experiences of student parents? 14. In what ways does Purdue College evaluate the engagement of student parents? For example, does Purdue College conduct surveys, evaluations, or focus groups? Finishing Question 15. Based on your thoughts about student parent enrollment in community college campuses, what would you like for me to include in this research study?
Abstract (if available)
Abstract
This study investigated the experiences which keep student parents engaged in community college. The purpose of this study was to examine the experiences of student parents enrolled at a community college and the support services which they utilize. The research included student parents who have one or more dependent children aged 17 or younger and who were enrolled as full-time or part-time students. The study investigated some of the barriers to student parent success as well as the challenges they face. The study identified, described, and analyzed the support services which are being utilized by student parents, and reviewed recommendations made by student parent for existing and additional support services. Using Nora’s (2006) Student Engagement Model as a theoretical framework for this study, twelve student participants and five staff participants were interviewed. Findings from this study indicate that internal and external support were central to student parent engagement and success and that this population lacked student parent focused support services. This study gives voice to an understudied population and opens up discussion for further study.
Linked assets
University of Southern California Dissertations and Theses
Conceptually similar
PDF
Attaining success: how African American college students persist, engage and graduate from a moderately selective institution: a case study
PDF
A pathway to persistence: perspectives of academic advising and first-generation undergraduate students
PDF
African-American/Black students’ experience and achievement in asynchronous online learning environments at a community college
PDF
Relationships between a community college student’s sense of belonging and student services engagement with completion of transfer gateway courses and persistence
PDF
Honorary mention: the untold stories of minoritized community college honors students
PDF
Transfer students from California community colleges: a narrative approach to understanding the social capital and institutional factors that lead to a timely transfer to a public, four-year univ...
PDF
An exploration of the experiences of undergraduate adult learners in an adult degree program from the theoretical framework of self-authorship
PDF
An after thought: support services for distance learners at a post-secondary institution
PDF
Asian American and Pacific Islander student-faculty interactions: experiences of first-generation community college students
PDF
The contribution of family members to first-generation college student success: a narrative approach
PDF
Serving those who have served: the role of university career services in student veteran degree completion
PDF
Well-being, sense of belonging, and persistence among commuter college students in Hawai’i
PDF
A fine balance: enrollment & support of international and historically minoritized students in community colleges
PDF
Assessing persistence for low-income students at community colleges: the impact of student-parent relationships
PDF
Persistencia de nuestro ingeniera/os: examining the persistence of Latina/os in engineering at a minority serving community college
PDF
How religious engagement shapes the college experience of African American Christian males at a predominantly White institution: a phenomenlogical approach
PDF
Transfer first-generation college students: the role of academic advisors in degree completion
PDF
Applying Schlossberg’s transition theory to the student veteran transfer experience at the University of Southern California: a qualitative case study
PDF
Assessing the impact of the Puente Project on Latino males in California community colleges
PDF
Student engagement experiences of African American males at a California community college
Asset Metadata
Creator
Flores, Jannette Elizabeth Attar
(author)
Core Title
When parents become students: An examination of experiences, needs, and opportunities which contribute to student parent engagement in community college
School
Rossier School of Education
Degree
Doctor of Education
Degree Program
Education (Leadership)
Publication Date
04/25/2013
Defense Date
02/27/2013
Publisher
University of Southern California
(original),
University of Southern California. Libraries
(digital)
Tag
Amaury Nora,Children,community college,engagement,experiences,Higher education,OAI-PMH Harvest,Parents,persistence,qualitative,student,student affairs,student engagement model,student services
Language
English
Contributor
Electronically uploaded by the author
(provenance)
Advisor
Tambascia, Tracy Poon (
committee chair
), Mayeda, Shannon (
committee member
), Zeiler, Tennille (
committee member
)
Creator Email
attarcpr@aol.com
Permanent Link (DOI)
https://doi.org/10.25549/usctheses-c3-243198
Unique identifier
UC11288032
Identifier
etd-FloresJann-1587.pdf (filename),usctheses-c3-243198 (legacy record id)
Legacy Identifier
etd-FloresJann-1587.pdf
Dmrecord
243198
Document Type
Dissertation
Rights
Flores, Jannette Elizabeth Attar
Type
texts
Source
University of Southern California
(contributing entity),
University of Southern California Dissertations and Theses
(collection)
Access Conditions
The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the a...
Repository Name
University of Southern California Digital Library
Repository Location
USC Digital Library, University of Southern California, University Park Campus MC 2810, 3434 South Grand Avenue, 2nd Floor, Los Angeles, California 90089-2810, USA
Tags
Amaury Nora
community college
experiences
persistence
qualitative
student affairs
student engagement model
student services