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CalWORKs’ role in increasing success among immigrant students

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CalWORKs’ role in increasing success among immigrant students

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CalWORKs’ Role in Increasing Success Among Immigrant Students

Roberta Krauss

Rossier School of Education
University of Southern California
A dissertation submitted to the faculty
in partial fulfillment of the requirements for the degree of
Doctor of Education

December 2023

© Copyright by Roberta Krauss 2023
All Rights Reserved

The Committee for Roberta Krauss certifies the approval of this Dissertation

Shafiqa Ahmadi
Cathy Krop
Eric Canny, Committee Chair

Rossier School of Education
University of Southern California
2023

iv
Abstract
This study aimed to explore the experiences of immigrant ESL students participating in the
CalWORKs program at a mid-sized community college to understand the challenges they
encounter in their academic and employment journeys while exploring their success and
motivations to persist in completing certificates and securing employment opportunities. This
mixed methods study was conducted. Students who were enrolled in upper-level noncredit ESL
classes and participated in the CalWORKs program were surveyed and 10 of them were
interviewed. The ecological systems theory model was used to examine how interactions within
multiple systems and settings impact the students and how these systems can support students in
achieving academic and employability success. The study found that the majority of students
already held at least undergraduate degrees, resulting in a significant gap between their needs
and the school’s CalWORKs’s services. In addition, there is need to increase support services,
especially around employment, food, housing, and childcare. A recommended change is for the
CalWORKs program to partner with employers to place students on work-study on/off campus.
In addition, there is a need to expand support and wrap-around services at night and online.

v
Dedication
To my husband Ricky and my son Anthony and daughter Soraiya. Without your understanding,
patience, tireless support, encouragement, and willingness to cover for me in countless ways
when I had to study, I could never have done this.

vi
Acknowledgments
I cannot express the depth of my gratitude for my dissertation chair, Dr. Eric Canny.
From the very beginning, Dr. Canny was not only an advisor but a mentor. His unwavering
kindness, respect, and support were instrumental in my success. Whenever I doubted myself or
my abilities, Dr. Canny was there to lift me up and instill confidence. I never felt overwhelmed
or stressed during the dissertation process because of his gentle guidance and unwavering belief
in me. He gave me the freedom to tell my story, my way, and for that, I will forever be grateful.
Dr. Canny’s impact on my life and career is immeasurable, and I will always cherish the
invaluable lessons and wisdom he imparted on me.
I cannot express enough gratitude to my co-chairs, Dr. Cathy Krop and Dr. Shafiqa
Ahmadi, for their unfaltering support during this journey. Their recognition of the significance of
empowering immigrant students, like myself, is commendable. I was touched by the time and
attention they devoted to my work and their valuable feedback. It was an honor to work with
such dedicated and inspiring mentors.
I also need to thank the many phenomenal teachers in the EDL program who inspired me
to develop my skills and understanding of human rights education, especially Dr. Joelle Greene,
and Dr. David Cash.
I am filled with gratitude for my dear friend and fellow student, Caroline Depiro. We
worked side by side, studying similar topics and motivating each other to keep going, even when
the going got tough. Caroline was always there for me, offering countless hours of Zoom study
sessions encouraging me to push through. I am forever indebted to you for your unwavering
support and dedication to our studies. Together we spent countless hours studying, challenging
each other and pushing each other to be our best selves.

vii
My heart overflows with gratitude as I dedicate this degree to my beloved dad. Although
he is no longer with me, I feel his presence, his love, and his unwavering support. He always
believed in me, encouraging me to pursue my dreams and cheering me on every step of the way.
I can still hear his voice filled with excitement, imagining the day when he would witness his
daughter, me, walking across the stage to receive my Doctoral degree. Though he couldn’t be
here to witness it, I know he is watching over me from heaven, beaming with pride and joy.
I am also indebted to my family, coworkers and friends for their endless support,
encouragement, and motivation. Without their unwavering faith in me and their constant
motivation to overcome every obstacle, I would not be standing here today, holding this degree
in my hands.

viii
Table of Contents
Abstract .......................................................................................................................................... iv
Dedication ........................................................................................................................................v
Acknowledgments.......................................................................................................................... vi
List of Tables ................................................................................................................................. xi
List of Figures ............................................................................................................................... xii
List of Abbreviations ................................................................................................................... xiii
Chapter One: Overview of the Study ...............................................................................................1
Importance of the Study .......................................................................................................2
Purpose of the Study and Research Questions .....................................................................3
Organizational Research Setting ..........................................................................................3
Overview of Theoretical Framework and Methodology .....................................................4
Definition of Terms..............................................................................................................5
Organization of the Study ....................................................................................................7
Chapter Two: Review of the Literature ...........................................................................................8
History of California Community Colleges .........................................................................8
History of Welfare to Work ...............................................................................................10
The History of the CalWORKs Program ...........................................................................12
California’s CalWORKs Program .....................................................................................13
ESL/CalWORKs Students .................................................................................................22
Conceptual Framework ......................................................................................................33
Conclusion .........................................................................................................................39
Chapter Three: Research Design and Methodology ......................................................................40
Overview of Design ...........................................................................................................40
Research Setting.................................................................................................................41

ix
Power and Positionality .....................................................................................................42
Participants and Data Source .............................................................................................43
Instrumentation ..................................................................................................................44
Data Collection Procedures ................................................................................................44
Data Analysis .....................................................................................................................46
Credibility and Trustworthiness .........................................................................................46
Reliability and Validity ......................................................................................................47
Ethics..................................................................................................................................48
Chapter Four: Results or Findings .................................................................................................51
Profile of Participants ........................................................................................................52
Emergent Themes ..............................................................................................................55
Research Question 1: Barriers to Academic and Employment Opportunities ...................56
Research Question 2: Achieving Academic Success and Securing Employment .............67
Summary ............................................................................................................................79
Chapter Five: Findings and Recommendations .............................................................................81
Discussion of Findings .......................................................................................................81
Recommendations ..............................................................................................................92
Limitations and Delimitations ..........................................................................................106
Future Research ...............................................................................................................107
Conclusion .......................................................................................................................107
References ....................................................................................................................................110
Appendix A: Survey Instruments.................................................................................................115
Introduction for ESL teachers ..........................................................................................115
Introduction for Students .................................................................................................116
Survey ..............................................................................................................................116

x
Closing .............................................................................................................................122
Appendix B: Interview Protocol ..................................................................................................123
Interview Introduction .....................................................................................................124
Setting the Stage ..............................................................................................................125
Appendix C: Information Sheet for Exempt Research .................................................................127

xi
List of Tables
Table 1: Descriptions of Approved Education Activities 16
Table 2: Welfare-to-Work Activities & Hourly Participation Requirements 18
Table 3: Data Sources 43
Table 4: Demographic Participant’s Information 53
Table 5: Summary of Study Themes and Subthemes by Research Questions 55
Table 6: Interview Quotes Describing Participants’ Relationships With CalWORKs
Counselors 71
Table 7: Interview Quotes Describing Participants’ Satisfaction with CalWORKs Program
In Support of Getting a Job 73
Table 8: Interview Quotes Describing Participants’ Relationships With the County 75

xii
List of Figures
Figure 1: Conceptual Framework Model 35
Figure 2: Overall Satisfaction With CalWORKs Support Services 68
Figure 3: Overall Satisfaction With the CalWORKs Program in Support of getting a Job 72

xiii
List of Abbreviations
CalWORKs California Work Opportunity and Responsibility to Kids
RCC Robbyn Community College (pseudonym)
ESL English as a Second Language
USC University of Southern California
CCCCO California Community Colleges Chancellors Office
SCFF Student-Centered Funding Formula
WTW Welfare to Work
ECM Employment Case Management
CTE Career Technical Education
CCC California Community College System
CSU California State University System
UC University of California System

1

Chapter One: Overview of the Study
This study aimed to explore the experiences of immigrant English as a second language
(ESL) students participating in the California Work Opportunity and Responsibility to Kids
(CalWORKs) program at Robbyn Community College (RCC). The challenges for ESL students
raising children became more distinct as they tried to balance college, work, and program
participation. Low-income immigrant students face multiple obstacles from external sources that
prevent them from achieving independence and accessing opportunities to improve their
socioeconomic status (Baran et al., 2018).
The primary objective of the CalWORKs program is to support students with children
living in poverty, aiming to facilitate their self-sufficiency. The research found that community
colleges, which enrolled nearly 40% of undergraduate students nationwide, were central to
educating immigrants from diverse backgrounds (Phillips & Horowitz, 2017). However, these
students face significant challenges, particularly in terms of high non-completion rates (Belfield
& Bailey, 2011; Beshara-Blauth, 2018; Grubb, 2002; Isserles, 2021; Marcotte et al., 2005;
Phillips & Horowitz, 2017). In fact, only about one-third of students in 2-year institutions
complete their educational programs within 4 years, with a lower completion rate of 24% for
nontraditional students (Phillips & Horowitz, 2017). As a result, community colleges struggle to
retain nontraditional students and provide them with the support to complete their educational
programs, hindering their ability to escape poverty. This struggle harms the students participating
and the local economies community colleges serve (Belfield & Bailey, 2011; Grubb, 1999;
Phillips & Horowitz, 2017). In addition, a study by Beam et al. (2019) noted that many
immigrants come to the United States with degrees. Despite their advanced education and career
experience from their home countries, many immigrants struggle to secure employment. This is
2

concerning as gainful employment is crucial, considering that a significant number of
immigrants experience poverty within 10 years after resettlement (Baran et al., 2018; Baranik et
al., 2018; Barkan, 2010; Higgins & Misawa, 2021). The research underscores the role of English
proficiency and work skills in determining the success and stability of immigrant students in the
United States. (Jensen, 2019). It highlights that the lack of these skills significantly impacts the
ability to thrive in a new environment.
Importance of the Study
The research is seeking to explore the challenges encountered by ESL students enrolled
in the CalWORKs program at RCC and why few are achieving degree completion and
employment success. In addition, the study aimed to explore the motivations that drive these
students to enhance degree completion and improve employability (Xu & Trimble, 2016).
Research by Baran et al. (2018), Baranik et al. (2018), and Barkan (2010) emphasized financially
stable employment as the primary need for immigrant students, recognizing that English
proficiency is just one step toward this goal. Moreover, Beam et al. (2019) examined ESL
student populations in the 10 largest California community college programs, finding that their
average age is 35, and they constituted over 58% of the total ESL student population. Little
research truly explores the experiences of immigrant CalWORKs students and how these
experiences affect their academic and employment trajectories. This presents a unique
opportunity for research to explore targeted interventions and support systems that address these
students’ challenges. According to data, English proficiency and lack of skills are significant
factors in determining success and stability in the United States, as studies have shown that
immigrants who speak English well are more likely to be successful in school and be employed
and earn higher wages than those who do not (Jensen, 2019).
3

Purpose of the Study and Research Questions
This study aimed to explore the experiences of immigrant ESL students participating in
the CalWORKs program at RCC. The study sought to understand the challenges these students
encounter in their academic and employment journeys while exploring their success and
motivations to persist in completing certificates at RCC and securing employment opportunities.
The research questions that guided the study were as follows:
1. What are the barriers to academic and employment success as perceived by
ESL/CalWORKs students?
2. What strategies and practices are employed by ESL/CalWORKs students to succeed
in education and employment?
Organizational Research Setting
I used pseudonyms to protect the privacy and confidentiality of participants and the
school (American Psychological Association, 2020). Robbyn Community College (RCC)
enrolled approximately 17,500 students during the 2021–2022 academic year. It employs about
800 faculty and staff and has an approximately $115 million budget. The typical RCC student is
over 50 years old, about 80% of students do not specify their immigration status, and
approximately 50% have dependent children. The campus offers free noncredit ESL and career
technical education (CTE) programs to the public, allowing students to enroll or leave at any
time during the semester. Registration for the ESL and CTE programs does not require
immigration documentation or identification. After taking an English placement test, students
enter the ESL program at various levels of English proficiency and are placed in courses that
range from beginner literacy to advanced college level. According to the RCC’s website, its
primary objective is to provide educational access to all learners who bring diverse academic
4

skills and life experiences. In addition, to assist ESL students in achieving language proficiency
and their educational goals.
Overview of Theoretical Framework and Methodology
This study was designed to explore the challenges immigrant ESL/CalWORKs students
face, specifically in academics and employment, while also exploring their success and
motivations to persist in completing certificates and securing employment opportunities. It
employed a systematic approach to analyze the participants’ educational and employment
experiences, considering the various factors in their ecological systems. Guided by
Bronfenbrenner’s (1979) ecological system theory, the study examined the microsystem,
mesosystem, exosystem, and macrosystem to understand the factors influencing these students’
academic and employment success.
The methodology utilized a mixed-methods approach, incorporating both quantitative and
qualitative research methods. According to Lochmiller and Lester (2017), quantitative research
involves looking for patterns, trends, and correlations in numerical data. The quantitative survey
assessed the awareness and utilization of academic and employment resources available to
ESL/CalWORKs students at RCC. The research also involved reviewing relevant literature and
evaluating the resources available at RCC’s CalWORKs program. By focusing on the
organizational structure and promoting collaboration among the different layers of the ecological
systems, the study provided recommendations to enhance the resources and support provided to
the program’s students (Bronfenbrenner, 1979).
In addition to the survey, a qualitative component was included to gather in-depth data
and insights into the students’ experiences. This approach allowed for a deeper exploration of
these students’ barriers and the factors contributing to their academic and employability success.
5

Through a mixed-methods approach, this study examined the participants’ needs and the
resources necessary to support their academic and employment goals.
Definition of Terms
The following definitions are intended to make this study more understandable. The
operational definitions of key terms are listed in alphabetical order.
Aid to Families with Dependent Children (AFDC): a U.S. federal assistance program in
effect from 1935 to 1997, created by the Social Security Act and administered by the U.S.
Department of Health and Human Services, that provided financial assistance to children whose
families had low or no income.
California Work Opportunity and Responsibility to Kids (CalWORKs): California’s
public assistance program responsible for implementing the new federal mandates designed for
Temporary Assistance for Needy Families (TANF)/CalWORKs recipients. It is also the agency
that coordinates efforts between the local county, contracted agencies, and colleges on WTW
participation.
Deficit Reduction Act (DRA): Enacted by George W. Bush, the DRA offered a
continuance of the Personal Responsibility and Work Opportunity Reconciliation Act
(PRWORA), which was scheduled to end and stop welfare assistance by October 2002. The
DRA further tightened restrictions on educational opportunities.
Employment case manager (ECM): individuals subcontracted by the county to provide
assistance to participants in various areas such as school supplies, transportation, and childcare.
ESL/CalWORKs Students: TANF/CalWORKs recipients enrolled in postsecondary
education and in their college’s CalWORKs program.
6

Health and human services (HHS): The county health and human services agency
provides vital health, housing, and social services to residents.
Immigrants: people who left their country of origin of their own accord with the intention
of permanently settling in the United States.
Personal Responsibility and Work Opportunity Reconciliation Act (PRWORA): The
Personal Responsibility and Work Opportunity Reconciliation Act is a United States federal law
enacted by former president Bill Clinton to end entitlement to federal public assistance,
commonly known as welfare.
Refugees: Refugees are people who left their country of origin due to prosecution or fear
of persecution on account of race, religion, nationality, and/or membership in a particular social
group or political opinion.
Self-Initiated Program Participants (SIP): students who had already enrolled in an
educational program before attending the county WTW orientation.
Social worker: Casual reference to a person’s social worker, ECM, or childcare provider.
It is in reference to a social worker.
Temporary Assistance for Needy Families (TANF): After PRWORA, TANF was created
to replace the former AFDC program. The new program provides limited financial assistance to
families while requiring participants to seek employment first, receive training, or complete
volunteer service hours. The program does allow for medical or physical exemptions to the
requirements.
Welfare to Work (WTW): The component that assesses welfare participants’ ability to find
work, need for training, and language skills, among other things, and also monitors weekly
7

participation in WTW activities, such as hours worked, at school, or volunteering. Welfare to
Work also assesses childcare needs.
Organization of the Study
This dissertation adheres to the conventional structure of five chapters. Chapter One
presents an overview of the study, including the context, research questions, significance,
theoretical framework, and the definition of key terms. Chapter Two delves into relevant
literature, discussing topics such as the history of California community colleges, the history of
the WTW and CalWORKs programs, the model of California’s program, and the challenges
students in these programs face. Additionally, a conceptual framework based on
Bronfenbrenner’s (1979) ecological systems theory is explored. Chapter Three details the mixed-
methods research methodology employed in the study, covering the process of sample selection
and the procedures for data collection. Chapter Four presents the quantitative and qualitative
findings and draws conclusions based on the analysis. Lastly, Chapter Five provides a
comprehensive summary of the research findings and concludes with practical recommendations
and initiatives as well as suggestions for future research.

8

Chapter Two: Review of the Literature
This chapter aims to delve into the relevant literature and contribution to the research on
the academic and employment experiences of immigrant ESL students participating in the
CalWORKs program at RCC. By exploring the challenges and achievements these students face,
this study sought to shed light on their circumstances in the context of the RCC program.
Furthermore, this chapter provides an overview of key aspects such as the history of
California community colleges, the history of WTW, and the history of the CalWORKs program.
It also examines the specific components of California’s CalWORKs program model, including
WTW participation and requirements, the concept of school as a work activity, and the
participation of CalWORKs recipients as students. Additionally, the chapter addresses various
challenges these students face, such as the effects of poverty, lack of affordable housing and
food, limited access to technology and connectivity, employability obstacles, language barriers,
and academic success.
The conceptual framework employed in this study draws on Bronfenbrenner’s (1979)
ecological systems theory, which emphasizes that interactions within multiple systems and
settings shape human development. This perspective recognizes that development can evolve
over time and can be influenced by external factors beyond the individual’s immediate control
(Bronfenbrenner, 1979). By incorporating this conceptual framework, the study sought to
provide a comprehensive understanding of the experiences of immigrant ESL students in the
RCC CalWORKs program and the factors that impact their academic and employment journeys.
History of California Community Colleges
The California Master Plan for Higher Education in 1960 reformed California’s public
higher education system by designing a three-tier public higher education system: California
9

community college (CCC) system, California State University (CSU), and the University of
California (UC). The CCCs were designed to provide open access to higher education for
California residents with the intention of providing upward mobility for students the CCCs serve.
For over 100 years, California’s community colleges have served as the main entry point for
students seeking to access career training or transfer to 4-year colleges. These pathways have
helped first-generation and low-income California residents access an affordable education as
they seek to enter the middle class and beyond. California’s community colleges lead the nation
and world in supporting students with basic skills and developmental education. This includes
providing Californians with world-class career training in industries that lead to high-paying
careers. Students also benefit from taking community college courses that transfer to
baccalaureate-granting universities, such as CSU or UC systems (Callan, 2009; Douglass, 2010).
Today, CCCs have evolved into a system comprising 116 colleges and offer a selection
of CTE certificates, associates, and baccalaureate programs. The CCCs serve 2.1 million
students, 54% of whom come from historically marginalized communities (California
Community Colleges Chancellor’s Office [CCCCO], 2022). The policy of the CCC states that
access should be allowed to any citizen, whether they have obtained a high school diploma or
not, as long as they can take advantage of the training and new learning these institutions
provide. This open-access policy is part of the California Master Plan for postsecondary
education. Data from the chancellor’s office indicated that in the 2020–2022 academic year,
more than a quarter of enrolled students in the CCC system were CalWORKs students
(California Community College Chancellors Office, 2022). In addition, these campuses provide
education and vocational training that can fulfill CalWORKs work requirements, and every
campus offers targeted programs for students receiving CalWORKs benefits. These programs
10

provide additional services and support to address students inside and outside the classroom.
California’s community colleges aid in facilitating these students’ economic mobility by
providing them with skills and credentials (PPIC, 2022).
History of Welfare to Work
The Greater Avenues for Independence (GAIN) program, implemented in 1981, was one
of the pioneering welfare reforms. This program was a conservative federal plan that offered job
search assistance, job preparation support, and advanced educational opportunities to welfare
recipients. GAIN played a significant role in enhancing the employment prospects of welfare
recipients and was instrumental in coining the term “welfare to work.” Mandatory participation
in GAIN led to notable improvements in job placements for approximately 12,000 welfare
recipients over 14 years (Jennings, 1999).
Then, former President Bill Clinton introduced the PRWORA in 1996 as a solution to
welfare reform (DPSS, 2021). The PRWORA aimed to reduce the number of families dependent
on public assistance and restore rights that had been restricted under GAIN. The federal
government also restructured public assistance and transferred responsibility to the states. The
program was initially called AFDC and eventually transformed into the TANF program. These
reforms aimed to give states more oversight over welfare funds; however, control of the funds
came with significant program modifications (DPSS, 2021).
Under the new changes introduced by PRWORA and TANF, the federal government
established block grants that gave states greater control over welfare funds, contingent on the
states’ adherence to limitations on cash aid awards to welfare recipients. The reforms established
a time limit of 60 months for welfare recipients and required their active participation in work
11

activities or college enrollment (DPSS, 2021). This was a notable increase from the previous
GAIN program, which had a time limit of 48 months.
In 2005, former President George W. Bush extended PRWORA and TANF through the
DRA. The DRA further restricted welfare recipients, particularly in terms of educational
opportunities, and imposed stricter regulations on TANF. It increased oversight of work
participation by the U.S. Department of Health and Human Services (HHS), discouraging states
from allowing welfare recipients to engage in activities that did not count toward work
participation. The PRWORA and the DRA placed significant pressure on states to enforce work
participation rates for welfare recipients. The DRA mandated the HHS to define approved work
activities, including unsubsidized employment, vocational education training, job search, and job
readiness and established uniform reporting and verification requirements (DPSS, 2021).
Although education is widely recognized as a pathway to higher earnings and sustained
self-sufficiency (Vu et al., 2009; WomanView, 2006), DRA limited support for education and
training programs for welfare recipients to 12–24 months unless they were already enrolled in
such programs. The DRA further reduced educational opportunities by supporting only 12
months of education and training, with few exceptions for those already enrolled in school.
(DPSS, 2021). Additionally, the DRA implemented regulations that adversely affected college
ESL/CalWORKs recipients, restricting postsecondary education leading to bachelor’s or
advanced degrees, including English as a second language programs, thereby hindering career-
path employment (WomanView, 2006). In addition, the TANF funding regulations mandated
welfare recipients to participate in “back-to-work programs,” diverting their focus from
education or training programs. Two-parent families were required to participate at a 90% rate,
while single parents had to participate at a 60% rate in these activities (Minoff, 2021). States that
12

failed to meet participation rate targets faced financial penalties. Additionally, TANF imposed a
time limit on receiving cash aid, known as a welfare recipient’s clock. This clock started ticking
after welfare recipients attended the WTW orientation, which provided them with information
about the rights and responsibilities related to receiving cash aid. The mission was to get WTW
recipients working so they could get off cash aid (DPSS, 2021; Minoff, 2021).
The History of the CalWORKs Program
The CalWORKs program originated from the joint-funded and administered federal
AFDC program, which provided cash aid to single mothers with children who lacked support
from a husband due to death, disability, or absence. During the 1960s, the number of AFDC
cases increased significantly, with a shift toward female-headed households resulting from out-
of-wedlock births or divorce. Concerns about long-term dependency on cash aid and
intergenerational transmission of dependency led to reforms that incentivized AFDC participants
to work and imposed penalties for non-compliance (California Department of Social Services,
2021).
By the 1990s, experimentation with various AFDC reforms resulted in the PRWORA,
which aimed to reduce dependence on cash aid, discourage out-of-wedlock childbirth, promote
stable two-parent families, and ensure care for children in their own homes or with relatives. The
PRWORA replaced AFDC with the TANF program and introduced a 60-month time limit for
federal cash aid, along with incentives for states to encourage support recipients to work (DPSS,
2021).
California’s approach to welfare reform was to introduce a new model to meet the criteria
of the TANF program. This marked the beginning of the implementation of the CalWORKs
program in 2000. To ease the transition for welfare recipients, California implemented a waiver
13

that allowed for the gradual implementation of the new welfare-to-work model. As the model
took shape, the state gradually incorporated the requirements outlined in the federal guidelines.
However, California went further by mandating 32 hours per week of work activity participation
for single-parent families and 35 hours per week for two-parent households. (Department of
Social Services, 2021).
While both the former GAIN and AFDC regulations prioritized human capital
development and employment, the TANF/CalWORKs program and subsequent reforms shifted
the emphasis toward recipient engagement in employment. They recognized the importance of
education and training programs aligned with employment opportunities (Department of Social
Services, 2021).
California’s CalWORKs Program
The CalWORKs program is California’s first public assistance program. The program
provides cash aid and services to eligible low-income families with a child in their home in all 58
counties. Locally, county welfare departments run the program in collaboration with community
colleges, with the goal of transitioning people from welfare to work or school. The program is
available at the majority of CCCs. This program is part of a greater effort to help students who
receive public assistance transition off welfare and achieve long-term self-sufficiency through
school or employment.
According to the California Community Colleges Chancellors Office (2019), women
slightly outnumber men among all California community college students. Statewide, women
consistently make up at least 83% of CalWORKs-funded students. When reviewing marital
status, 69.6% of these students are single parents. However, when adding separated, widowed, or
divorced, the number grows to 89.5%. The number of married adult recipients is 10.5%. In 2019,
14

these programs statewide were comprised of approximately 34% Latino, 28% White, and 28%
African American students. The enrollment data for Asian, Filipino, and Pacific Islander students
showed relatively low numbers at approximately 1.2% of the total enrollment statewide
(CCCCO, 2019). Nationwide, the enrollment data for these programs in 2019 showed rates of
approximately 35.7% for African American, 33.4% for White, and 26.1% for Latino students.
The national data for the enrollment of Native Americans, Asians, Hawaiians, and multiracial
recipients was under 2% (CCCCO, 2019).
Understanding how the public assistance system operates offers insights into CalWORKs
students’ needs. Program participants face a time limit of 60 months on receiving cash aid, and
eligibility for support services is conditional. The duration of public assistance varies based on
individual circumstances, but generally, participants can receive cash aid for a maximum of 5
years. To continue receiving public assistance and support services, participants must engage 20–
35 hours per week in a work or school activity. However, educational opportunities for most
participants are limited, typically restricted to a year of vocational training (Bok, 2004). If unable
to secure employment, pursuing education becomes a secondary option. Participants are allowed
to work and attend school simultaneously, but there are limitations on work hours and earnings.
The CalWORKs program can support student participants with support services such as
counseling, books and school supplies, transportation, childcare, and work-study/job placement.
However, participants still face significant challenges in meeting their basic needs. Currently,
participants, particularly those with limited English proficiency, struggle to provide for their
families and navigate the demands of remote learning. Nationally, it is estimated that at least one
in five CalWORKs students are parents facing difficulties meeting their basic needs. Also, over
53% of these students experience food insecurity, 68% face housing insecurity, and
15

approximately 17% are homeless (Hope Center, 2019). These statistics highlight the ongoing
struggles these students encounter in meeting their fundamental necessities, both at the national
and statewide levels. Although the RCC CalWORKs program supports students with support
services, immigrant student participants continue to face difficulties meeting their basic needs,
which calls for additional attention and support.
Welfare to Work Participation and Requirements
The WTW participation and requirements allow welfare recipients to engage in various
educational opportunities throughout their time receiving cash aid. These activities are designed
to support individuals in acquiring the skills, training, and work experience needed for self-
sufficiency and employment. The WTW activities and hours of participation may vary
depending on the state. For the TANF/CalWORKs program, common options include job skill
training, education or vocational training, work experience or community service, and
employment. To remain eligible, recipients must fulfill a minimum number of hours per week or
month as determined by the program (Department of Social Services, 2022).
Table 1 describes various education activities available to TANF/CalWORKs program
participants.

16

Table 1
Descriptions of Approved Education Activities
Activity Description
Adult basic education Instruction in reading, writing, arithmetic, high school
proficiency, or general educational development certificate
instruction, and English as a second language
Job skills training directly
related to employment
Training or education for job skills required by an employer to
provide an individual with the ability to obtain employment or
to advance or adapt to the changing demands of the workplace.
V ocational education and
training
College and community college education, adult education,
regional occupational centers, and regional occupational
programs.
Satisfactory progress in a
secondary
school/certificate
program
Achieving satisfactory progress in secondary school or in a
course of study leading to a certificate of general educational
development.
Education directly related
to employment
Any education or training which is directly related to
employment of the participant.
Work experience Training under the close supervision of the activity provider that
helps provide basic job skills, enhance existing job skills, or
provides a needed community service that leads to
employment.
Community service Training that is temporary and transitional, performed in the
public or private nonprofit sector under the close supervision of
the activity provider, and provides basic job skills that can lead
to employment while meeting a community need.
On-the-job training Training that is given to a paid participant while the participant is
engaged in productive work. The employer is subsidized to
offset training costs. This activity may also include paid
classroom instruction as required by the participant’s employer.
Grant-based on-the-job
training
This activity includes a funding mechanism in which the
recipient’s cash grant, or a portion thereof, or the grant savings
resulting from employment, is diverted to the employer as a
wage subsidy to offset the wages to the participant, so long as
the total amount diverted does not exceed the family’s
maximum aid payment.

Note. From Description of Approved Education Activities: CDSS All County Letter No. 12-69,
2019 by California Department of Social Services. Copyright 2019 by California Department of
Social Services. (https://www.cdss.ca.gov/inforesources/search-results?search = Welfare-to-
Work%20Activitie)
17

To specify the work requirements, the TANF/CalWORKs program established minimum
hours of school and work participation. Initially set at 30 hours per week, the DRA increased the
requirement to 32 hours and divided the hours into core and non-core activities. Welfare
recipients were expected to complete a mandatory minimum of 20 hours, referred to as core
hours, in one or more specified activities. The remaining 12 hours could be fulfilled through non-
core activities. Single-parent recipients were required to meet 32 hours, while two-parent
households had a requirement of 35 hours per week. There were limited exceptions to
participation in WTW programs under TANF/CalWORKs, which included medical or physical
inability to work or engage in work activities as well as caregiving responsibilities for a disabled
household member. States had the flexibility to apply this exemption to a maximum of 20% of
their caseloads of participants (California Department of Social Services, 2022). This framework
is designed to motivate and support recipients in their pursuit of their education, employment,
and economic independence (Table 2).

Table 2
Welfare-to-Work Activities & Hourly Participation Requirements
WTW activities Core/Non-core Federal time limit for core activities
Unsubsidized employment (PTE/FTE) Core Not applicable
Expanded subsidized employment (ESE) Core Not applicable
Expanded work experience (EWE) Core Not applicable
Work experience (WEX) Core Not applicable
Community services (CSR) Core Not applicable
V ocational educational training (VTR) Core 12-month lifetime (after 12/1/2004)
Job search (SUS) Core 4 consecutive weeks, can be extended
up to 12 weeks in a 12-month period
Job readiness Core 4 consecutive weeks, can be extended
up to 12 weeks in a 12-month period
Self-employment (SLE) Core Not applicable
Work study (WST) Core Not applicable
Mental health (MHS) Core 4 consecutive weeks - can be extended
up to 12 weeks in a 12-month period
Substance abuse (SAS) Core 4 consecutive weeks, can be extended
up to 12 weeks in a 12-month period
Family violence services (FVS) Core 4 consecutive week, can be extended up
to 12 weeks in a 12-month period
Job skills training directly related to
employment (ERT)
Non-Core Not applicable
Education directly related to employment
(ERE)
Non-core Not applicable
Satisfactory attendance in secondary
school/GED course
Non-core Not applicable
Adult basic education (ABE) Non-core Not applicable
English-as-second-language (ESL) Core as VTR, otherwise
non-core
VTR=12-month lifetime, or ERE/ERT=
No limit

Other activities to assist in obtaining
employment (MIS)
Non-core Not applicable
Participation required by school to ensure
child’s attendance
Non-core Not applicable
WTW Family Types and Hourly Participation Requirements
WTW family type During the WTW 24-
month time clock
After the WTW 24-month time clock is
exhausted
Single parent with child under 6 20 hours, no core
activities
20 hours, all 20 in core activities
Single parent with no child under 6 30 hours, no core
activities
30 hours, of which 20 in core activities
Two-parent families (deprivation due to
unemployment)
Combined 35 hours, no
core activities
Combined 35 hours, of which 30 in
core activities

Note. Adapted from Welfare-To-Work Activities & Hourly Participation Requirements: WTW Activities Requirements by California
Department of Social Services, 2015. Copyright 2015 by California Department of Social Services.
(https://www.sandiegocounty.gov/content/dam/sdc/hhsa/programs/ssp/calworks/Documents/WTW%20Activities.pdf).

20

School As Work Activity
According to the Department of Social Services, new TANF/CalWORKs recipients and
those undergoing orientation were initially directed to participate in job clubs or job search
activities for 6 months under California’s former waiver. If they did not secure employment
during this period, they were encouraged to explore education and training to improve their
employability. Students who chose to attend school as part of their WTW activity were allowed
to do so for 18 to 24 months as long as they maintained a good standing at their educational
institution. Students are expected to meet satisfactory academic standards and demonstrate
consistent progress in their education as part of program requirements (California Department of
Social Services, 2022).
Another group of TANF/CalWORKs recipients, known as Self-Initiated Program (SIP)
participants, had already enrolled in an educational program before attending the county WTW
orientation. Since SIP participants had already committed to their educational pursuits, the state
recognized their school activities as valid work activities. However, their educational goals had
to align with potential employment opportunities. These students were not subject to the 18–24
month limitation and were permitted to continue attending school as part of their WTW activity
for up to 60 months while receiving cash assistance, as long as they maintained satisfactory
academic progress (Department of Social Services, 2022).
However, for the majority of other TANF/CalWORKs recipients, the DRA introduced
more stringent limitations on what qualified as a work activity, reducing the education and
training period to only one year of vocational training. The DRA also specified that a SIP
participant’s academic program had to be completed within the recipient’s timeframe for
receiving cash aid and result in a certificate or undergraduate degree (Department of Social
21

Services, 2022). The DRA does not prohibit TANF/CalWORKs students from attending school
or pursuing their desired majors, but the hours spent on education cannot be counted toward
meeting the WTW requirements. Consequently, these students could continue their educational
pursuits separately from the 32–35 hours necessary to fulfill WTW obligations. Still, they would
not receive program assistance for childcare, books, or transportation during those additional
hours. These new restrictions posed significant challenges, making it increasingly difficult for
students to extend their education beyond the permitted 12 months (Department of Social
Services, 2022).
TANF/CalWORKs Participants As Students
The primary cash assistance and WTW program in California, TANF/CalWORKs,
requires applicants to meet specific criteria. They must be residents of California and U.S.
citizens, legal aliens, or qualified aliens. Additionally, they should be unemployed or
underemployed with low or very low incomes, which must be below $17,000 for a family of
three with children (Department of Social Services, 2022). Moreover, TANF/CalWORKs
students often face work requirements and time limits for receiving cash aid. Consequently, they
strive to develop skills and credentials to enhance their long-term economic prospects, as
mandated by the program (Danielson & Thorman, 2018).
Like many community college students, TANF/CalWORKs students pursue their
educational and career goals through diverse pathways. However, they frequently encounter
various obstacles due to their low income and parenting responsibilities. Many of these students
are single parents who balance childcare responsibilities with college coursework and
employment. Additionally, the multiple barriers to employment they face can make college more
challenging (Danielson & Thorman, 2018).
22

To support these students, the county welfare department offers various supportive
services, including childcare payment or reimbursement, transportation assistance, and funding
for books and school supplies. These services are distributed through ECMs, who are social
workers responsible for monitoring the students’ work requirements. The ECMs work closely
with students, guiding them to enroll in school if they cannot find employment or need to
develop employable skills. Once enrolled in educational activities, students become eligible to
receive supportive services. To access support from the county welfare department, the students
must provide their assigned ECM with documentation proving their course enrollment and
demonstrate their need for ancillary support such as books, supplies, and transportation
assistance. The ECMs also assess the need for childcare and refer students to childcare workers
accordingly (Department of Social Services, 2016).
ESL/CalWORKs Students
Immigrant ESL/CalWORKs students face many challenges in the United States. Their
stories are multifaceted and interconnected, spanning various aspects of their lives. From
education to employment, housing to food security, these students encounter barriers to their
integration and socioeconomic mobility. This section will explore some of these key challenges,
focusing on the effects of poverty, lack of affordable housing, food insecurity, lack of access to
technology and connectivity, acquisition of the English language, and challenges to
employability. Examining these issues provides a better understanding of the systemic obstacles
these students encounter to develop comprehensive solutions to their well-being and successful
integration.

23

Struggling for Stability
More than a third of Californians lived in or near poverty prior to the COVID-19
emergency. Poverty, hunger, and homelessness have all increased since March 2020. (PPIC,
20221). According to Van der Berg (2008), lack of education is the underlying cause of poverty.
Individuals who are impoverished are more likely to work in low-wage sectors, have food
insecurity, few housing options, and poor health outcomes, limiting their opportunities for
economic advancement. For many students, education is a means of achieving social mobility
and gaining access to the middle class and better resources. Carrim (2001) noted that the social
distribution of valued experiences and objects can be viewed as the most visible and stable
outcome of the operation of power within that social system. However, wealth and income
distribution are visible signs that a group or class has power in relation to other groups or classes
(Van der Berg,2008).
According to research, higher education is the path out of poverty; in California,
education continues to be tied to poverty rates: 6.2% of college graduates aged 25–64 and 19.5%
of adults aged 25–64 without a high school diploma live in poverty (PPIC, 2022). Among
CalWORKs students, education is linked to better work opportunities and lowered chances of
returning to public assistance (California Department of Social Services, 2022). Student
characteristics that predict low wages and less work also predict higher welfare return rates.
These characteristics of family heads include having low education levels, accruing little work
experience, and being in poor health and unable to work. The percentage of students returning to
public assistance is significantly lower for those with at least some postsecondary schooling than
those with less than a high school. Still, there appear to be other factors that could impede
academic success (Department of Social Services, 2022). One such variable that has not been
24

well addressed regarding these students and their experience in postsecondary education is
meeting basic home needs: finances, housing, and regular meals.
Lack of Affordable Housing
The underlying cause of poverty is a lack of education (Van der Berg, 2008). This leads
individuals to low-paying employment, few housing options, and poor health outcomes, all of
which hinder upward mobility. According to the Bureau of Labor Statistics (2021), individuals
aged 25 and over who attained less than a high school diploma had the lowest median weekly
earnings ($626) and highest unemployment rate (8.3%) among those at all education levels. In
California, housing expenses consume over 50% (around $1,252) of an individual’s income. The
high cost of living forces families to cohabitate with other families (double-up) to maximize their
budget (Mykyta & Macartney, 2011).
Consequently, a lack of education results in unfavorable lifestyle outcomes. Mykyta and
Macartney (2011) discovered that the high cost of living frequently forces families on the brink
of poverty to move to environmentally hazardous or crime-ridden communities, adversely
affecting their overall health. Furthermore, the absence of education hinders access to healthcare
for people living in poverty due to expensive insurance costs and a lack of awareness about
services (Dixon-Woods et al., 2006).
Although California community colleges do not offer housing for students, they may be
eligible for comprehensive benefits through welfare programs. However, the actual benefits
students receive are typically much less than what they are eligible for (Pugh et al., 2022).
CalWORKs reaches only 60% of the eligible population, and Section 8 housing vouchers are
available to a small percentage of qualifying families (as low as 17% in certain areas) due to
limited slots. Additionally, some benefits programs have a cap on the number of individuals they
25

can support due to limited resources. This is evident in the chronic underserving of the fully
eligible population by Section 8 housing vouchers. Consequently, California has the highest
poverty rate in the United States, with only one in four eligible households having access to
rental assistance nationwide. Furthermore, as of 2016, less than a quarter of eligible families
received TANF, the national equivalent of CalWORKs (Pugh et al., 2022).
The benefits enrollment process is often burdened with administrative tasks and lengthy
applications, accompanied by long wait times and unreasonably demanding documentation
requests. These challenges make the application process costly and discourage many eligible
families from attempting to apply. Furthermore, social programs have convoluted eligibility
rules, which, although intended to target support to those most in need, often serve as barriers to
access. These complex rules can confuse and overwhelm eligible individuals, instilling fear of
making mistakes and leading many to give up on enrolling (Pugh et al., 2022). Unfortunately, in
many communities, there is a lack of longer-term affordable housing (Au & Hyatt, 2017;
Crutchfield et al., 2016). Housing-insecure or homeless students are more likely to feel stressed
and distressed and less likely to succeed academically (Goldrick-Rab et al., 2015; Wood et al.,
2016).
Food Insecurity
The COVID-19 pandemic has exacerbated global food insecurity, including among
college students. The closure of campuses, job losses, and financial strains have created
additional obstacles for students to access sufficient food and basic necessities. According to the
United States Department of Agriculture (USDA), food insecurity refers to the inadequate and
inconsistent access to nutritious food needed for an active and healthy lifestyle. It is a prevalent
26

issue affecting individuals and communities worldwide, including college students (USDA,
2022).
Certain groups of students are at higher risk of experiencing food insecurity, including
those living on minimal wages, receiving welfare cash aid, single parents, and African American,
immigrant, and multinational students. Research by Maroto et al. (2015) found that food
insecurity is a prevalent concern among community college students and can harm their
academic performance. College administrators, faculty, and students should consider food
insecurity an important factor affecting student success (Maroto et al., 2015).
Food insecurity among college students is widely recognized as a significant issue that
can harm mental and physical health as well as academic outcomes. Insufficient access to
nutritious meals can lead to poor nutrition, increased stress levels, anxiety, depression, and a
higher risk of chronic health conditions (Coleman-Jensen, 2010).
Bahrampour (2014) emphasizes that food insecurity can hinder academic success and
performance among college students. Hunger and inadequate nutrition can impair concentration,
memory, and cognitive function, making it more challenging for students to focus on their
studies and excel academically. Additionally, students facing food insecurity may encounter
barriers when seeking assistance, such as limited awareness of resources, stigma associated with
seeking help, and a lack of knowledge about accessing support programs and services.
Lack of Access to Technology and Connectivity
Ladson-Billings (2021) coined the term “education debt” to describe the cumulative
impact of fewer resources and other harm directed at students of color (Ladson-Billings, 2021).
Ladson-Billings argued that the education debt has led to inequities, such as lack of device
distribution and internet connectivity for the most vulnerable students. The author further argued
27

that this is one of the schooling resources we could have and should have been investing in to
support low-income students (Ladson-Billings, 2021). This deficit compounds various social
problems, such as inequality in internet access and connectivity continues to shut low-income
students out of the opportunity to access, engage with, and participate in classes, programs, and
services online.
More than 100,000 low-income college students in California lack access to the
technology needed to participate in online classes. As of 2019, only about half of low-income
Californians had broadband internet at home, compared with three-quarters of households overall
(Domingo et al., 2020). Access to technology, including high-speed broadband internet
connection, is not available to students because of systems, structures, policies, and procedures
that are in place that create barriers for socioeconomically disadvantaged students of color,
increasing the education debt for this population of students. These factors exponentially
increase the education debt at a rate seldom seen. (Ladson-Billings, 2021).
In addition, research conducted in California community colleges, which enroll 50,000
students, revealed that nearly 20% of the students reported having unreliable or no internet
service (CCCCO, 2019). Among these students, CalWORKs students were found to be less
likely to own functional laptops or have access to reliable internet than their peers. This situation
highlights the challenges families face when it comes to engaging in school, especially those
requiring online access. Low-income families often lack access to high-speed internet and
computers, and language barriers may further impede their ability to navigate the school system.
As a result, students who require support cannot access it. The impact is particularly noticeable
in marginalized communities, where limitations regarding language and technology are more
pronounced, further exacerbating racial inequality (Ladson-Billings, 2021).
28

Acquisition of English Language
In the United States, approximately 44.9 million immigrants, constituting 13.7% of the
total population, were recorded in 2018 (Migration Policy Institute, 2020). According to Baran et
al. (2018), English proficiency significantly influences the success and stability of immigrants, as
it affects their employment prospects and earning potential. Therefore, alongside learning
English, finding gainful employment is equally important to immigrant ESL learners’ economic
well-being (Jensen, 2019). Notably, ESL students constitute the fastest-growing group among
undergraduate students in the United States, accounting for 13% of the student population (U.S.
Department of Education, National Center for Education Statistics [NCES], 2021). Community
colleges, enrolling around 6.5 million students, serve as institutions that cater to immigrant
students’ needs, including those facing the dual challenge of earning a degree or certificate while
learning English (Connell, 2008). These colleges offer ESL classes to facilitate language skill
development and labor market preparation. Furthermore, community colleges are increasingly
providing educational and vocational programs that equip immigrants with the skills for
employment and further schooling, making them central in enhancing these students’ educational
and employment opportunities (Conway, 2010).
Acquiring the English language poses a significant struggle for immigrant students.
Within this group of nontraditional students, immigrant students and ESL learners in noncredit
programs are frequently understudied (Summers & Zhao, 2018). Despite their advanced
education and career experience, immigrant students often encounter challenges in accessing
support for graduate school or certificate programs aligned with their area of expertise and
suitable employment opportunities (Beam et al., 2019). Noncredit ESL programs primarily focus
on language instruction, and community colleges tend to prioritize transferring students to 4-year
29

institutions, which may not address the unique needs and goals of immigrant students (Calcagno
& Long, 2008; Jenkins & Cho, 2012; Shulock & Moore, 2013).
In addition, English proficiency plays a central role in immigrants’ success and stability
(Callahan, 2005). Studies have found those with a strong command of the language are more
likely to secure employment and receive higher wages than those who lack English proficiency.
However, immigrant students who are learning English as a second language often find
themselves tracked into ESL classes separate from native English speakers. These classes
primarily focus on language learning and often exclude academic content under the assumption
that students cannot engage in academic learning until they have mastered English (Lee, 2005).
Consequently, students in ESL classes lack access to academic tracks, leading to
marginalization, underachievement, and limited opportunities for college access.
Additionally, considering the positive impact that certificates have on earnings and
employability, it is imperative to identify what changes may be needed to increase participation
and completion (Xu & Trimble, 2016). Studies by Baran et al. (2018), Baranik et al. (2018), and
Barkan (2010) have found that access to employment that allows for financial stability is the
most critical need among immigrant ESL students, and learning English is only one step toward
that goal. Given that most immigrants in the United States live in poverty within the first 10
years of resettlement, achieving financial stability is paramount (Higgins & Misawa, 2021).
Challenges to Employability
Immigrants arriving in the United States often face obstacles to immediate employment
due to factors such as limited language skills, lack of employment skills, absence of college
degrees, and difficulties in transferring their educational credentials to their new homeland
(Schiller et al., 2009; Zeus, 2011). These challenges are further compounded by U.S. policies
30

that require immigrants to accept the first position offered to them despite inadequate training in
the English language (Schiller et al., 2009). Consequently, new immigrants and refugees
encounter significant underemployment as they navigate the complexities of a new country,
language, and culture (Baran et al., 2018).
For immigrant students enrolled in ESL/CalWORKs programs, securing gainful
employment ensures stability after resettlement (Razfar & Simon, 2011). However, accessing
employment opportunities that align with their qualifications can be particularly challenging for
these students (Rumbaut, 2008). Many of these students hold advanced degrees and experience
in fields like law, engineering, and medicine but are unable to utilize their skills in the United
States (Rumbaut, 2014). In fact, as of 2012, approximately 1.3 million highly skilled immigrants
with bachelor’s degrees or higher were working in low-skilled employment sectors, resulting in
missed tax income that could be used to fund public services (Dowling & Bholat, 2012; Batalova
& Bachmeier, 2016). This underutilization harms individuals personally and represents a missed
opportunity for the United States to harness the talents of trained professionals in areas where
there may be a pressing need, such as the healthcare sector (Mattoo et al., 2008; Association of
American Medical Colleges, 2021).
Moreover, the underutilization of highly skilled immigrants’ credentials varies by country
of origin, with immigrants from certain regions facing greater challenges in finding work in their
fields (Mattoo et al., 2008). Language barriers and varying U.S. recognition of degrees and
credentials further contribute to the underemployment of highly skilled immigrants (Batalova &
Creticos, 2008). Addressing these challenges requires setting standards for validating foreign
credentials, promoting international accreditation systems, and incorporating credential
evaluation into the immigration process (Batalova & Creticos, 2008; Riddick & Fancher, 2016).
31

Additionally, there is a growing recognition among economists that vocational education
plays a vital role in providing stability and gainful employment for individuals who may not
pursue higher education (Dougherty & Lombardi, 2016). Technological skills have become
particularly essential in the current employment market, with a lack of these skills correlating
with higher unemployment rates (Garcia-Pérez et al., 2021). Community college vocational
education programs have been shown to significantly impact earnings and employment
outcomes, with graduates earning higher wages than those with only a high school diploma
(Jacobson, LaLonde, & Sullivan, 2005; NCES, 2021). Emphasizing vocational education can
help ensure that individuals from diverse backgrounds have access to stable employment
opportunities and can contribute to the workforce.
Academic Success Among ESL/CalWORKs Students
According to York et al. (2015), academic success involves actively engaging in
purposeful activities, finding satisfaction in learning, and acquiring desired knowledge, skills,
and competencies. Satisfaction keeps students motivated and dedicated to their studies, derived
from interactions with professors and peers, growth, development, and a sense of
accomplishment. Acquisition of knowledge, critical thinking, problem-solving, and
communication skills is also vital for academic success, enhancing readiness for future
challenges and career prospects (York et al., 2015).
Academic success can be a significant challenge for ESL/CalWORKs students,
particularly those who face complex personal circumstances, are engaged in low-wage
demanding work, and have limited English skills, academic preparedness, and training (Eyster &
Gebrekristos, 2018). To enhance these students’ success, programs have been working on
reducing barriers and implementing strategies such as providing online curriculum for easier
32

access to training, offering financial aid and debt forgiveness to alleviate financial constraints,
and offering wraparound services like internship, coaching, mentoring, child care, and
transportation support to foster persistence and completion (Eyster & Gebrekristos, 2018).
While English language training is often readily available at community colleges,
accessing workforce training can be challenging for immigrant ESL/CalWORKs students
(Rutschow et al., 2019). The literature suggests that providing robust certification program
offerings and clearly outlining employment pathways for students during their enrollment could
help address this issue (Rutschow et al., 2019). In addition, in the realm of adult education, there
has been a growing emphasis on integrated programs that combine foundational skills training
with workforce and college preparedness training (Rutschow et al., 2019). These integrated
programs have shown potential in improving low-skilled individuals’ academic success and
employment outcomes, and their popularity has been particularly notable in California
(Rutschow et al., 2019).
Collaboration between adult educators and [social services] institutions supports
immigrant ESL/CALWORKs students’ academic success and economic integration (Vanek et
al., 2020). Such partnerships can facilitate comprehensive support by connecting English
language instruction with other types of assistance, promoting linguistic, economic, and civic
integration (Vanek et al., 2020). Moreover, collaborative efforts are necessary to overcome
policy limitations on workforce development training opportunities for immigrant
ESL/CALWORKs students who are not yet advanced learners (Vanek et al., 2020). By
addressing these challenges and promoting collaborative initiatives, ESL/CalWORKs programs
can enhance students’ academic success, empowering them to overcome barriers and achieve
their educational and career goals.
33

The challenges discussed in this section underscore the complex realities immigrant
ESL/CalWORKs students face. From economic disparities to educational barriers and language
difficulties to limited access to resources, the path to integration and upward mobility is often
fraught with obstacles. Policymakers, educators, community leaders, and society as a whole must
recognize and address these challenges. We can create a more inclusive society where these
students have equal opportunities to thrive and contribute to the nation’s growth by
implementing comprehensive strategies that encompass education, employment, social services,
and support networks. Valuing the diversity and experiences that immigrants bring can build a
stronger and more vibrant future for all.
Conceptual Framework
To evaluate the potential transformation of RCC’s ESL/CalWORKs programs, I
employed Bronfenbrenner’s (1979) ecological systems theory. This theory emphasizes the
influence of interactions within multiple systems and settings on human development,
acknowledging that these interactions can evolve over time and be affected by external factors
beyond an individual’s immediate control (Bronfenbrenner, 1979). By applying this framework,
I gained valuable insights into the current situation of students and their surrounding system.
This analysis facilitated the identification of steps to address immigrant ESL/CalWORKs
students’ needs, thereby enabling their academic and employability success.
In addition, Lochmiller and Lester (2017) proposed a conceptual framework that
integrates formal theories, concepts, and empirical findings from the literature. This
comprehensive framework aims to illustrate the relationships among ideas and their relevance to
the study, enhancing our understanding of the problem at hand and potential solutions. The
current problem lies in the RCC ESL/CalWORKs program’s inadequate support for students
34

facing educational barriers, language difficulties, limited access to resources, and the need to
connect them with support services and employment opportunities that utilize their unique areas
of expertise.
To address this problem, I utilized Bronfenbrenner’s theory to examine how interactions
within multiple systems and settings (RCC, ESL, CALWORKs programs, and county) impact
these students and how these entities can collaborate to support immigrant ESL/CalWORKs
students in achieving academic and employability success.
The literature highlights an ideological divide between the RCC ESL/CalWORKs
programs’ aim of nurturing well-rounded individuals versus highly employable ones. This
ideological divide could shape the direction of the school, programs, and, ultimately, the path on
which students are directed (Jacobs & Dougherty, 2006; Lucas, 2006; O’Banion, 2019; Pedersen,
1997). Utilizing this framework, my intention was to bridge the gap between literature, practical
knowledge, and conceptual theory to identify solutions to the RCC ESL/CalWORKs program’s
challenges.
Using the adapted model depicted in Figure 1, my objective was to examine RCC’s
ESL/CalWORKs programs at the microsystem, mesosystem, exosystem, and macrosystem levels
and assess their impact on immigrant ESL/CalWORKs students. This analysis aimed to identify
solutions that could be implemented to better support these students.

35

Figure 1
Conceptual Framework Model

Note. The image depicts Krauss’s model of increasing success among immigrant students.
Adapted from The Ecology of Human Development: Experiments by Nature and Design by U.
Bronfenbrenner, 1979. Harvard University Press. Copyright 2023 by Roberta Krauss.
36

The microsystem, the initial level of Bronfenbrenner’s ecological systems theory,
encompasses individuals who directly interact with immigrant ESL/CalWORKs students in their
immediate environment. These individuals include ESL teachers, CalWORKs counselors, family
members, school peers, and friends (Bronfenbrenner, 1979). Achieving educational goals can be
challenging for students when they face various obstacles, such as balancing work and school,
parenting responsibilities, and limited finances. Factors like self-doubt, English proficiency, and
perseverance can affect their motivation. However, they can find motivation through being role
models for their children, learning English and acquiring skills, overcoming poverty, and
attaining sustainable employment, which instill confidence and foster perseverance (LaVoi &
Dutove, 2012).
The mesosystem, which represents the second level of Bronfenbrenner’s ecological
systems theory, involves the interactions between two microsystems. This level highlights the
interconnectedness of immigrant ESL/CalWORKs students and emphasizes that they do not
operate in isolation. Building strong relationships between ESL teachers, CalWORKs
counselors, and students creates a supportive and safe environment (Bronfenbrenner, 1979).
Immigrant ESL/CalWORKs students who have a support system consisting of family, friends,
ESL teachers and CalWORKs counselors are more motivated to achieve academically. The
emotional and social support available to these students in and out of the classroom plays a
significant role in their academic accomplishments.
Furthermore, RCC defined academic success for immigrant ESL/CalWORKs students as
“providing accessible, equitable, and innovative quality education and support services to diverse
adult learners” (CCCCO, 2022). However, achieving academic success for these students
necessitates active engagement, satisfaction in learning, and the acquisition of desired
37

knowledge, skills, and competencies (York et al., 2015). Satisfaction is derived from meaningful
interactions with professors, counselors, family members, and peers, personal growth, and a
sense of accomplishment. Additionally, acquiring knowledge, learning English, and developing
employable skills are essential, as they enhance preparedness for future challenges and create
opportunities for career advancement.
The exosystem, the third level in Bronfenbrenner’s (1979) ecological systems, examines
the relationship between students’ needs and the organizations that provide for them. In the
context of immigrant ESL/CalWORKs students, this level is central to the conceptual
framework. It raises the question of whether the organization’s values and actions align with
what students consider important, worthwhile, and valuable (Burke & Litwin, 1992). Research
indicates that learning English is central to immigrant ESL/CalWORKs students’ survival in the
United States (Baranik et al., 2018; Barkan, 2010), which aligns with the focus of
ESL/CalWORKs programs at RCC. The CCC system and the county social services also
recognize the importance of teaching English to ESL students (California Education Code,
2019). However, financial stability is another significant need for immigrant ESL/CalWORKs
students (Baranik et al., 2018; Barkan, 2010). There appears to be a disconnect between the
additional needs of immigrant ESL/CalWORKs students beyond language education and the
support provided by RCC. This may stem from a tradition in the community college system that
prioritizes transferring students to other institutions rather than directly helping them achieve
financial stability (Pedersen, 1997).
While the RCC CalWORKs program offers resources such as books, priority registration,
and tuition-free education to immigrant ESL/CalWORKs students, these students still struggle
with basic needs such as childcare, transportation and food and housing insecurity. The college
38

primarily focuses on English language instruction as a means of support. However, while
language support is valid, RCC must expand its support services to include comprehensive
assistance such as food and housing, childcare, access to computers and the internet, and
assistance with internships to facilitate students’ transition into high-paying employment.
Moving on to the macrosystem, this level examines the effects of poverty on student
outcomes and emphasizes how external factors, such as workforce conditions, government
policies, and funding, can directly impact students (Bronfenbrenner, 1979; Burke & Litwin,
1992). Meeting immigrant ESL/CalWORKs students’ needs and helping them achieve financial
stability requires considering external factors at the state funding level. For example, the CCC
student-centered funding formula provides significantly more funding for successful transfers
rather than certificate completion or job attainment (CCCCO, 2022). As an organization, if RCC
feels limited in its authority to change the program’s focus due to external regulations, it falls
under the category of multiplicity, wherein some entities hold more authority than others
(Intellectual and Ethical Development, 2022).
To drive change, according to Bronfenbrenner’s theory, the organization must progress to
the second category of multiplicity. RCC must acknowledge that while state authority and
regulations are complex, diverse groups of students have unique needs that cannot be met solely
by following the state’s rules. Instead, these rules must be scrutinized, and efforts must be made
to break free from historical barriers and promote innovation. Education is linked to improved
work opportunities and reduced reliance on public assistance among immigrant ESL/CalWORKs
students.
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Conclusion
In conclusion, this chapter delved into the history of community colleges, WTW, and the
CalWORKs program, specifically focusing on the RCC CalWORKs program and its challenges
in supporting immigrant ESL/CalWORKs students. The first section examined the changes in
CalWORKs programs, particularly in California, and explored the potential to improve the
RCC’s program. The section also highlighted the obstacles immigrant ESL/CalWORKs students
face, including the impact of poverty, lack of affordable housing and food, limited access to
technology and connectivity, barriers to employability, language difficulties, and student success.
Moreover, the chapter provided insights from the literature on the role of the RCC
CalWORKs program in preparing students for employment trends and offering resources to
support immigrant ESL/CalWORKs students with basic needs. This literature review helped to
establish a foundation for understanding the significance of the RCC CalWORKs program and
its potential impact on students’ futures.
Furthermore, the chapter introduced Bronfenbrenner’s (1979) ecological systems theory
as a conceptual framework to comprehend the current state of the RCC CalWORKs organization
and identify the steps for transformation. This theory emphasizes that human development is
shaped by interactions within various systems and settings, including the external factors of
government policies and state funding. Applying this framework, the study aimed to provide a
comprehensive understanding of the experiences of immigrant ESL students in the RCC
CalWORKs program and the factors that influence their academic and employment outcomes.
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Chapter Three: Research Design and Methodology
The aim of this study was to identify academic and employment barriers and support
resources among current ESL/CalWORKs students attending RCC. The study sought to
categorize their barriers, how they dealt with them, the resources available to them, and identify
changes that may be needed to increase their participation and completion. This chapter
discusses the methodology used to answer the research questions and create a framework for the
research.
This chapter states the methodology employed in the study, including details on the
research questions, design overview, setting, researcher information, participants, data sources,
instruments used, data collection procedures, analysis, validity, ethics, and limitations.
As Patton (2002) noted, utilizing open-ended interview questions enabled ESL
CalWORKs students to share their perceptions, emotions, and experiences about school in
greater detail. The study investigated effective practices among ESL/CalWORKs students
enrolled at RCC by addressing the following research questions:
1. What are the barriers to academic and employment success as perceived by
ESL/CalWORKs students?
2. What strategies and practices are employed by ESL/CalWORKs students to succeed
in education and employment?
Overview of Design
The study employed a mixed-methods research design, using a humanistic approach to
interpret and understand the participants’ experiences (Lochmiller & Lester, 2017). Quantitative
surveys and qualitative interviews were utilized to obtain meaningful data about the participants’
needs and gain an understanding of their challenges and successes (Mertens, 2012). According to
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Mertens, qualitative interviews facilitate a dialogue between the researcher and participants,
resulting in dynamic rather than static data (Mertens, 2012). The combination of quantitative
data and qualitative interviews provided a complete picture of who the ESL/CalWORKs students
were, their needs, and whether their needs were being addressed.
Research Setting
Regarding RCC, the noncredit adult education division of RCC consists of seven
continuing education campuses in a large multi-college district. The district is one of the largest
ones in California, comprising three credit colleges and RCC, a noncredit school accredited by
the Western Association of Schools and Colleges.
RCC is a sizable institution with approximately 17,470 noncredit students during the
2021-2022 academic year. It employs around 811 faculty and staff as of July 2021, with a budget
of approximately $115 million. The typical noncredit student at RCC is over 50 years old, and
around 80% of students do not specify their immigration status. Additionally, approximately
50% of students have dependent children. RCC offers a free noncredit ESL program and career
training programs such as work-study to the public, allowing students to enroll or leave at any
time during the semester. Students attend classes at RCC for various reasons, including college
preparation, certificate program completion, career skill enhancement, and personal enrichment.
Registration for the ESL/CalWORKs programs does not require immigration documentation or
identification. After taking a placement test, students are placed in the noncredit ESL program at
various levels of English proficiency, ranging from beginner literacy to advanced college-level
ESL. The ESL program had 6,519 enrolled students in the 2021–2022 academic year, and the
CalWORKs program had 1,200 students during the same period, with 300 students enrolled in
ESL 5 and above.
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Power and Positionality
Researchers must acknowledge and reflect on their power and positionality to determine
what to investigate and why (Ravitch & Carl, 2021). In conducting this research at RCC’s
CalWORKs program, I acknowledge my potential biases and insider knowledge. As a first-
generation, low-income college student and immigrant, I received public assistance for several
years. I completed a master’s program in education with an emphasis on counseling, and I served
as a director of a CalWORKs program. Thus, I possess a deep understanding of the policies and
processes that affect CalWORKs students, which may have influenced my interpretation of the
data. Milner (2007) noted a cultural framework that “rejects practices in which researchers claim
to detach themselves from the research process which they particularly reject their racialized and
cultural positionality in their research” (p. 388). However, I recognize that my positionality could
have introduced bias, as my experiences may have influenced the observations and interviews.
I employed member checking and triangulation to ensure credible data interpretation and
collection. Furthermore, my insider knowledge could have affected the participants’ responses as
they may have hesitated to share their opinions on the school and employment systems.
Therefore, I ensured participant confidentiality and aggregated my conclusions and findings to
avoid eliciting individual responses. This helped address potential issues that might have arisen
from my positionality and enabled me to capture the nuanced experiences of instructors,
students, and counselors in a more credible and trustworthy manner. In addition, the
conceptualization of cultural positionality, claiming objectivity and not reflecting on our
positionality, often leads to the centering of Whiteness in research and perpetuating oppression
of communities of color (Milner, 2007). In more depth, Milner’s (2007) cultural positionality
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process includes “researching the self, researching the self in relation to others, engaged
reflection and representation, and shifting from self to system” (p. 395).
Participants and Data Source
In this mixed-methods study, 28 ESL/CalWORKs students who were enrolled in upper-
level noncredit ESL classes (Levels 5–7) and participated in the CalWORKs program were
surveyed. Subsequently, 10 of these students were interviewed. The interviewees were students
who responded to an email sent by their ESL instructors. All students in this program were 18 or
older, and students in Levels 4 and below were excluded. The data sources were qualitative
interviews and quantitative surveys (Table 3).

Table 3
Data Sources
Research questions
Method:
qualitative interviews
Method:
quantitative surveys
What are the barriers to
academic and employment
success as perceived by
ESL/CalWORKs students?
X X
What strategies and practices are
employed by ESL/CalWORKs
students to succeed in
education and employment?
X X

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Instrumentation
The data collection for this study utilized a mixed-methods approach, incorporating both
quantitative and qualitative research methods using components from Bronfenbrenner’s (1979)
ecological systems theory model, which focuses on human development resulting from
interactions within several systems and settings.
Survey Questions 1–4 are demographic questions to help inform the study. Questions 5–7
align with RQ1 and RQ2, which centers on student needs for academic, employment and the
need for resources. Questions 8-11 align with RQ2 in relation to the RCC and CalWORKs
support to the students. Finally, questions 12-15 stem from RQ1 and RQ2 focus on success and
motivation strategies applied by students. For the full survey questions, see Appendix A.
For the qualitative, semi-structured interviews were conducted. At the start of each
interview, I explained the study’s purpose and asked questions about the participant’s
background. For Questions 1–5, which aligned with the macrosystem layer of student needs, the
interview questions aimed to determine whether there was a match between the student’s
perception of importance and RCC CalWORKs’s mission and services (Bronfenbrenner, 1979).
Questions 6–11 focused on the Exosystem, Mesosystem, and Microsystem layers, examining
how interactions within multiple systems and settings impact these students and how these
entities can collaborate to support immigrant ESL/CalWORKs students in achieving academic
employability success (Bronfenbrenner, 1979). For the full interview questions, see Appendix B.
Data Collection Procedures
I collected survey data at RCC by first asking ESL faculty if they were willing to send
their students an email invitation. The goal was to contact ESL (Levels 5–7) teachers who were
willing to participate, and each class had an average of 40 students present daily. Participants
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were expected to take 15 minutes to fill out the survey, which was in the form of a Qualtrics
survey. Students willing to participate received a link to fill out the survey during or after class at
the faculty member’s discretion. An optional question at the end of the survey allowed students
to provide their contact information if they were interested in participating in an interview. Those
who expressed interest in being interviewed provided their email addresses for further contact.
The participant email addresses were included in the survey and served as the primary
recruitment tool. Emails were sent to survey respondents, inviting them to take part in a 45-
minute interview. The email included the purpose of the study, the criteria for participation, my
contact information, and how to become involved. Consent forms were included as an email
attachment. Additionally, the waiver and consent form stipulated that the students’ names and
information would be kept confidential, and information about the students would not be shared
with anyone.
I interviewed 10 ESL/CalWORKs students from RCC. The interview sampling was
smaller and more purposeful for the qualitative component (Merriam & Tisdell, 2016). For the
interviews, the first step was to review the purpose of the study and clarify any words, concepts,
or ideas that may have been unclear to the participants, who were primarily non-native English
speakers. This initial clarification was necessary to ensure comprehension regarding the
motivation for the study. Once participants were clear about the rationale, they were asked to
share as much of their backstory as they wished. From there, the questions delved into the
reasons they were taking noncredit ESL courses and participating in the CalWORKs program, as
well as the obstacles they faced in completing the program and suggestions for how RCC could
better support them. As RCC’s noncredit ESL program was primarily remote at the time of the
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study, interviews were conducted and recorded on Zoom, and transcripts were downloaded for
analysis. All interviews were completed by December 2022.
Data Analysis
Once the surveys were collected and the interviews were recorded, the data were
organized and classified according to relevant themes and patterns (Creswell & Creswell, 2017).
I used Qualtrics, an Excel spreadsheet, and correlation data analysis for the surveys. For the
interviews, I first used Deedose software and open coding, followed by identifying both
generalizable and unique themes. Codes were then applied based on the previously mentioned
conceptual framework. I then combined and arranged these topics according to analytical codes.
I next concentrated on the trends and topics that emerged from the interviews.
Credibility and Trustworthiness
As a researcher, I tested for credibility and trustworthiness by collecting rich data through
intensive interviews with ESL/CalWORKs students. Respondent validation was conducted with
the ESL faculty to ensure that there was no researcher bias in interviews with the participants. I
carried out this process after completing all interviews, and I analyzed data to ensure the findings
accurately represented the participants’ experiences and perspectives. The respondent validation
process helped to ensure the study’s results were trustworthy and credible. Maxwell (2012)
called for awareness of credibility and trustworthiness throughout research. Specifically,
Maxwell (2012) stated that two important threats in qualitative research are the selection of the
data that fits the researcher’s “existing theory, goals, or preconceptions and the selection of data
that stand out to the researcher” (p. 124). Additionally, the influence the researcher has on the
setting or individuals studied is a threat to the credibility and trustworthiness of a research
project (Maxwell, 2012).
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This research sought to align with the USC Rossier School’s mission statement and
challenge systems of power. Often, research on marginalized communities takes a deficit-
oriented lens or, as Paris and Alim (2014) noted, a White gaze. Such approaches tend to
strengthen the narrative that marginalized communities need saving. To not perpetuate this
system of oppression and to strengthen the credibility and trustworthiness of this research and its
conclusions, I incorporated respondent validation. Respondent validation solicits feedback from
the research project’s participants regarding the data collection and the conclusions drawn. I
aimed to minimize misinterpretation of the participants’ meanings and situate my research within
their realities while identifying and challenging my biases and misunderstandings. Additionally,
collecting rich data through detailed interview transcription and observation notes provided a
more comprehensive and revealing picture, in line with Maxwell’s (2012) recommendations.
While acknowledging the role of resources in research design, I kept credibility and
trustworthiness at the forefront of my decision-making process and ensured ongoing participant
feedback throughout the research process.
Reliability and Validity
In this section, I analyzed the survey design, looked at testing limitations, and reflected
on improving the survey to minimize threats to validity and reliability. To maximize the
reliability of my survey results, I planned to adopt Cronbach’s alpha method. Cronbach’s alpha
measures internal consistency reliability, which is used to determine whether an item on a test is
consistent with a particular construct, dimension, or area of interest (Salkind, 2017).
First, the survey instrument had to be designed in such a way that it had the highest
possible reliability and validity. To do this, standardized instructions were provided to the survey
and ESL Level 5 and above classes, which had CalWORKs students to get a broad data set.
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Multiple drafts of the questions were also written to ensure that the language and content were
appropriate for different ESL levels and cultural differences. The survey questions were
pretested with a pilot group to improve the work. One way to make the pilot more effective was
to have respondents narrate their responses to the questions as they completed the survey. Based
on participant feedback, changes were made to develop questions that helped create the best
possible measure. To improve reliability, the number of survey items was increased (Salkind,
2017). In addition, I sought feedback from participants to improve the instrument before making
the survey go live. Essentially, I ran a survey trial and reviewed the process to gain insight into
the participants’ experiences, which informed the changes that needed to be made to the survey
instrument.
Ethics
In this section, careful consideration was given to the ethical dimensions of the proposed
study. One key ethical concern that was addressed was the role of faculty in forwarding the email
to students, as their position as ESL teachers may have created a sense of obligation for
participation. To mitigate this, it was emphasized multiple times that the interviews were
optional and voluntary, ensuring that participants felt empowered to make their own decisions
(Tuck & Yang, 2014).
It is important to acknowledge that while the research aimed to identify academic and
employment barriers and support resources among current ESL/CalWORKs students attending
RCC, the study may not have directly benefited the interviewed students. As Tuck and Yang
(2014) emphasized, power dynamics and the potential impact of research on individual
participants had to be carefully considered. It was recognized that these student needs may not
have been immediately addressed by the current CalWORKs program, with the study primarily
49

providing a platform for listing those needs and making recommendations (Beckett, 2018;
Gandara & Maxwell-Jolly, 2016; Gonzalez & Salinas, 2015).
Another ethical aspect that was taken into account was the sensitivity of the topic to
certain participants. The CalWORKs program at RCC included a significant number of students
who were refugees or asylum-seekers or had fled their home countries. These individuals may
have experienced significant hardships and losses, making discussions about obstacles to
financial stability emotionally charged. Therefore, strategies such as offering participants the
opportunity to connect with counselors and providing links to services were employed to provide
additional support (UNHCR, 1951). Participants were also offered the opportunity to stop the
interview at any point.
To ensure ethical research practices, I obtained institutional review board (IRB) approval
from USC and RCC. Informed consent was sought from each participant, and strict
confidentiality and anonymity measures were maintained throughout the study. These steps were
taken to minimize the potential harm to participants and uphold ethical standards (Smith, 2012).
Drawing inspiration from the ethical code of conduct among Maori researchers known as
Kaupapa Maori practices, which emphasize respect, interpersonal engagement, and community
collaboration, I approached the study with a similar humility and commitment to honoring the
participants’ dignity and humanity (Smith, 2012). I aimed to center the participants’ expertise
and prioritize their needs and experiences throughout the research. This approach fostered
transparency, honesty, and collaboration, recognizing the values of collective responsibility and
reciprocity (Smith, 2012).
Overall, this section demonstrated a comprehensive consideration of ethical
considerations, including power dynamics, participant sensitivity, harm reduction strategies, and
50

adherence to ethical guidelines. By incorporating these ethical principles, the study aimed to
uphold the dignity and well-being of the participants, recognizing their humanity and fostering a
collaborative research process.

51

Chapter Four: Results or Findings
This chapter explores the findings derived from the mixed-methods study, including the
quantitative analysis and supplemental information derived from the qualitative data to answer
the research questions:
1. What were the barriers to academic and employment success as perceived by
ESL/CalWORKs students?
2. What strategies and practices were employed by ESL/CalWORKs students to
succeed in education and employment?
This study aimed to explore challenges for ESL students participating in the CalWORKs
program at RCC, specifically in terms of their academic and employment success. The study
sought to understand the challenges encountered in academics and employment while exploring
motivation to persist in school and secure employment.
A qualitative methodology was employed to gain insights and perspectives into the
phenomenon being investigated. It was recognized that relying solely on survey data may not
provide the detailed explanation needed. To collect data, 28 actively enrolled ESL students in the
CalWORKs program were recruited. The data collection involved analyzing 28 survey responses
and conducting semi-structured follow-up interviews with 10 participants from the same pool.
To meet the study’s criteria and protect their identities, pseudonyms were used.
Participants were recruited from Upper-Level 5–7 ESL classes, comprising
approximately 120 students. This yielded a response rate of 23%. All participants were enrolled
in RCC’s CalWORKs program. The research aimed to ensure clear and comprehensive
responses to the survey and interview questions by selecting participants from these class levels.
These ESL class levels aligned with an English language proficiency roughly equivalent to a
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college-level English 101 course. By implementing this criterion, I aimed to minimize potential
language barriers and facilitate the effective engagement of participants in the research process.
The data analysis yielded valuable insights regarding the factors that drove participants to
persist in their educational and employment aspirations. By offering participants a platform to
share their experiences, the research aimed to shed light on effective strategies and practices to
help these participants succeed in achieving their educational and career aspirations.
Profile of Participants
The quantitative survey included 28 participants who were asked demographic questions
on their age, degree pursued or earned, marital status, employment status, and field of study, as
shown in Table 4. The age range of ESL/CalWORKs participants spanned from under 20 to over
40. Of the 28 participants, eleven had earned a graduate degree, three had earned an associate
degree, three had some college experience but no degree, and 11 had earned a high school
diploma from their countries. The majority of participants, 64%, were female, and 75% were
married. The study’s demographic information indicated that 39% of the participants were
employed. On average, the participants were 28-year-old married female immigrant students
dedicated to enhancing their English proficiency (Table 4).

Table 4
Demographic Participant’s Information

Gender Age Level of education Reason for attending
RCC
Employed Marital status
Male 25–39 High school Transfer to university Yes Married
Male 25–39 Graduate studies Get a certificate Yes Married
Female 40 and over Graduate studies Prepare to get a job No Married
Male 40 and over Graduate studies Learn English/skill No Married
Female 40 and over High school Learn English/skill No Single
Female 25–39 Associate degree Learn English/skill No Married
Female 40 and over High school Get a certificate Yes Married
Female 25–39 High school Transfer to university Yes Married
Female 40 and over Graduate studies Prepare to get a job No Single
Female Under 20 Some college,
no degree
Get a certificate Yes Single
Female 25–39 High school Ge an associate degree Yes Single
Male 25–39 Associate degree Transfer to university Yes Married
Male 25–39 Graduate studies Transfer to university Yes Married
Male 25–39 Graduate studies Prepare to get a job No Married
Male 40 and over Graduate studies Learn English No Married
Female 40 and over Graduate studies Prepare to get a job No Single
Female 25–39 Graduate studies Transfer to university Yes Married
Female 25–39 High school Prepare to get a job No Single
Female 40 and over Graduate studies Prepare to get a job No Single
Male 25–39 Graduate studies Learn English No Married
Female 25–39 Some college,
no degree
Transfer to university Yes Married
Female 25–39 High school Learn English No Married
Male 25–39 High school Learn English No Married
Male 25–39 High school Learn English/skill No Married
Female 20–24 High school Get a certificate Yes Married

Gender Age Level of education Reason for attending
RCC
Employed Marital status
Female 25–39 High school Prepare to get a job No Married
Female 40 and over Associate degree Learn English No Married
Female 25–39 Some college,
no degree
Learn English/skill No Married

Note. The information shown in this table displays who the participants are and provides background information regarding their
focus of study at the RCC and degree attainment.

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Emergent Themes
The survey data and interview transcripts were coded, categorized, and sorted to identify
common threads, unique trends, and topics that could be applied more broadly. Further analysis
identified eight main themes and six subthemes on barriers to academic and employment
opportunities, achieving academic success, and securing employment. These themes and
subthemes provided additional insight into the nuances of each main theme, supporting both
research questions. The relationship of these themes and subthemes to the research questions is
outlined in Table 5.

Table 5
Summary of Study Themes and Subthemes by Research Questions
Main theme Sub-theme/description RQ1 RQ2
Lack of skills X
Lack of English fluency X
Lack of recognition for prior
education
X
Balancing work and school X X
Lack of resources Unmet unemployment needs
Unmet basic needs
Unmet childcare needs
X
The CalWORKs support
services
CalWORKs counselors
CalWORKs work-study
The county employment case
managers: Support and distrust
X
The impact of the ESL
program
X
The family as motivation X

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In the following sections, the findings regarding participants’ experiences with academic
and employment success are presented. Firstly, the barriers to academic pursuits and
employment goals were discussed. Subsequently, the insights gained from participants’
experiences and strategies for achieving academic success and securing employment
opportunities were delved into.
Research Question 1: Barriers to Academic and Employment Opportunities
The primary focus of the initial research question was to examine the barriers the
participants perceived in terms of academics and employment opportunities. The question also
aimed to evaluate the participants’ perspectives on the services and resources provided through
the CalWORKs program at RCC.
The findings from the surveys and interviews revealed several key points. Firstly,
participants expressed a strong desire to secure stable employment and utilize their prior
education and experience. Secondly, participants highlighted the need for additional resources to
support their educational pursuits, as they faced obstacles in finding suitable employment that
could sustain their families. These challenges included Lack of skill, limited English proficiency,
insufficient access to resources, and difficulties securing employment in their fields despite
having prior educational degrees.
Lack of Skills
The quantitative data showed that 35% of respondents decided to attend RCC to learn a
skill. Five interviewees emphasized that finding work to ensure survival was their top priority.
However, one of the barriers they identified was the lack of skills, which hindered their ability to
secure employment that could meet their basic needs. Furthermore, participants frequently
expressed the importance of improving their skills to enhance their employability.

57

Olga shared that one of her skills deficiencies was her lack of knowledge in using a
computer. She stated, “Computer was [a] challenge for me. I did not know how to use a
computer. I did not know how to turn on, send emails, or search for something at Google.”
Similar to Olga, other participants spoke of the need to improve a skill to secure a job. Bear
shared,
I was disappointed that my prior education and skills were not as valuable as I thought in
the United States, so I had to start from the beginning and learn new skills such as
computer and office skills. I have to learn new skills to help me to get a better job. The
first thing that I was thinking about is I don’t want to keep cleaning bathrooms, cleaning
toilets. It’s a job of need, but I needed money to support my family.
Another participant, Gel, discussed her desire to find work that would allow her to utilize her
lawyer skills. However, she currently works as a student ambassador because having a job that
provides income to meet her basic needs takes precedence over everything else. She said,
I was depressed that I couldn’t practice law in the [United States]. I was a lawyer in
Mexico, and I have 5 years of experience, and I know I can use the skills here, but the
counselor told me I need to study to pass the bar, which is very hard. So, my focus had to
change, and now I have a job in the CalWORKs work-study [program]. As a single mom
with three kids, I have to put food on the table and pay my bills.
In the study, all participants emphasized the significance of acquiring a skill to secure
employment. Despite their professional backgrounds, they recognized the necessity of
developing new skills to pursue any employment that could meet their basic needs.

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Lack of English Fluency
In answer to the survey question about why they attend RCC, 31% of respondents
indicated their motivation was to learn English. They believed that improving their English
proficiency would boost their chances of finding employment and academic success and improve
areas of their lives. Additionally, the interviewees emphasized that improving their English skills
was a top priority.
In a particular case, a participant named Hag arrived in the United States without any
knowledge of the English language. Starting from scratch, she had to learn the English alphabet.
She shared her experience:
My challenge is that I need to learn English in America for my future and secure a job.
Now, my challenge is [learning] English. It is very difficult to talk to people. I
understand, but it is difficult to answer. Attending the classes is not difficult. I think that
coming here speaking no English doesn’t mean that you’re not going to learn it… If [I]
push myself, I can do it, so, yeah, … still difficult for me to talk to people. I understand
English, but it is difficult for me to express myself clearly sometimes.
Another participant, Rafaela, shared that she had learned English in Iraq but struggled to
understand how Americans, mainly because of their accent. She said, “I have a hard time
understanding their accent. Because we studied British accent, and here it is totally different.”
English was a hurdle for her in her transition process. Despite understanding how to navigate the
school system and the CalWORKs program requirements, she failed to keep up with county
appointments. As a result of her limited understanding of English, she was sanctioned for 3
months without receiving cash aid and food stamps. This incident highlights the impact of her
language barrier on her access to support and resources.

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Mary, Olga, and Sea also experienced the same sentiment and expressed that learning
English is challenging. However, they were determined to learn the language, understanding that
it is the most necessary skill in the United States.
The study found that participants’ primary goal for attending RCC was to improve their
English proficiency. They recognized the wide-ranging benefits that enhanced language skills
could bring, including increased employability, academic success, and overall improvement in
various aspects of their lives.
Lack of Recognition for Prior Education
The quantitative data showed that 22% of survey respondents indicated they had
completed some form of higher education prior to immigrating to the United States. The
qualitative data from the interviews provided additional insights, showing that seven participants
completed graduate studies in their countries and expressed a desire to use their prior education
and experience in some way to improve their job prospects.
These seven participants stated that they would like the opportunity to transition into a
level of education that would allow them to continue to some extent from where they left off in
their country of origin. At least three participants expressed that the system of moving from
noncredit to credit and then on to an AA degree before transferring to a 4-year school seemed
unreasonable and impractical because of their prior education, but they did not know of an
alternative. The participants repeated this sentiment often, as they would like to avoid starting
their education over.
For example, Rafaela earned a bachelor’s degree in computer science from Iraq and
would like to know if there is a way to continue nearer to where she left off. However,
participants were unsure about the logistics and possibility of how to continue with their home

60

country’s graduate schooling and expressed a desire for support in that area. Gel stated, “To start
school again, after having finished in Mexico, is very hard. … I’m a lawyer in Mexico, my
homeland, but I don’t exercise in the field. My career goal is to learn English, continuing
education, and obtain a master’s degree to become a lawyer in the [United States].” Rafaela’s
comments emphasized her desire for assistance and support with navigating the complex process
of applying to graduate school or continuing her schooling. Gel suggested forming partnerships
with graduate school programs so that students with advanced degrees could transfer right away
after reaching English language proficiency.
Rat, Gel, Auro, and Hag suggested that RCC could help ESL/CalWORKs students
evaluate foreign degrees and transcripts. Most participants acknowledged that it is difficult and
expensive to get transcripts evaluated. As Hag suggested,
Right now, anyone with an education from another country needs to pay for a company to
evaluate students for foreign degrees. If RCC or CalWORKs program helped students to
pay for it and helped them know what they can do with foreign education, it would help
so much financially.
Hag pointed out that by providing resources to help evaluate foreign degrees and
transcripts, RCC or the CalWORKs program can help alleviate the financial burden associated
with this process and provide students with a better understanding of how their foreign education
can be utilized. Auro shared similar sentiments, emphasizing the need for a program that can
assist immigrants in avoiding the need to start their education from scratch. Olga’s words further
highlighted her challenges in navigating the U.S. education system, as she remains trying to
figure out how to avoid repeating her education in the United States.

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In conclusion, participants expressed a strong desire for alternative pathways to continue
their education. Most participants held graduate degrees and emphasized their frustration with
the traditional system that requires starting from the beginning. They expressed a need for
support in evaluating their foreign degrees.
Balancing Work and School
The majority of participants found it challenging to balance work and school.
Quantitative data showed that 85% of survey respondents have struggled with balance. The
qualitative data from the interviews showed that all interviewees expressed difficulties in
managing their time effectively between work, school, and family responsibilities. They
emphasized that the absence of extended family in the country made it more demanding as they
lacked the support system to help them navigate these responsibilities. Olga shared,
It’s a challenge because I am a single mother with a special child. It is hard to manage
time. I have to take my daughter to school, hospital appointments, and work part-time
and attend school. I don’t have childcare yet. Sometimes, I forget to check her homework
because I have to do my homework. … I have to go crazy to complete everything I have
to do.
Another participant, Rat, faced significant challenges maintaining work and school
balance. Both Rafaela and her husband, who was also a student at RCC and participated in the
CalWORKs program, had to constantly adjust their schedules to accommodate their baby’s
childcare needs and the school schedules of their older children. Additionally, Rafaela had the
responsibility of caring for her older parents. They had to carefully align their class schedules
and work around the school times of their children. Despite these numerous challenges, Rafaela
remained determined to succeed in her educational journey. Rafaela reflected, “I also work as a

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work-study [student] at RCC part-time. It was a real challenge to balance our schedules. Well, it
wasn’t easy sometimes because [of] the work hours and class times . . . But I don’t know, it’s
just about time management.”
Participants highlighted how the RCC CalWORKs department and their counselors
provided students with strategies for managing their time. All participants explained that they
had very busy schedules as they steered through their day from attending classes, working and
meeting county reporting obligations.
However, Rafaela’s situation was more complex because she was married and had a
family of five young children and older parents living with her. She related,
The time is difficult to manage for me. I sometimes go crazy because how can I do that
on time [because] you know homework, you have to be on time, there is no excuse, even
if you are [a] mom with five kids. For my parents, if my mom wants something from me,
even if I have a lot of things to do, I have to help her first, so that makes my time a little
bit tight.
Olga spoke of wanting to volunteer in the associated student body club but would need
to wait until her children grow up. She was also torn between work and family demands, along
with attending school full-time. Olga struggled to keep her balance. She and her husband, also a
student at RCC, have to adjust their schedules to the childcare schedule for her baby and school
times for five older children. She stated,
Balance is a challenge. Every day, I feel so tired. I have to wake up at 5:30 a.m., prepare
food for the little one, take the kids to daycare, take the kids to school, go to work, go
home, and prepare dinner. So busy. After I finish everything, I start my homework at 6
pm and don’t finish it until 10 pm.

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In conclusion, these questions highlighted the theme that most participants faced
significant challenges in balancing work, school, and family responsibilities. All interviewees
shared their difficulties in effectively managing their time amid these obligations. The absence of
extended family in the USA further compounded their struggles as they lacked the support
system that could have helped them navigate these responsibilities more efficiently. One
participant, Rafaela, exemplified the complex nature of juggling work and school while being a
spouse, parent to five young children, and caregiver to older parents. She and her husband had to
constantly adjust their schedules to accommodate their children’s school times and childcare
needs. The participants also highlighted the support they received from the RCC CalWORKs
department and their counselors, who provided strategies for time management. They also shared
the demands of the county reporting obligations besides navigating between attending classes,
working, and meeting family obligations. The findings underscore the importance of providing
comprehensive support systems and resources to help participants effectively manage and
balance their work, school, and family obligations to succeed in their educational
accomplishments.
Lack of Resources
Bureaucratic obstacles frequently lead to unstable living conditions for participants,
resulting in significant stress and uncertainty in meeting the basic needs of their families. One of
the requirements to participate in the CalWORKs program is to be low-income. In this study, all
participants encountered financial hardships and were enrolled in the program, relying solely on
cash aid and food assistance to support their families. When participants were asked about
services that would be beneficial to them beyond English education, the data showed that 50%

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reported employment support, 35% reported food and housing assistance, and 18% reported
childcare services.
Unmet Unemployment Needs
The data triangulation revealed a pattern regarding the participants’ need for employment
to support their families. The quantitative data indicated that 50% of participants were
unemployed at the time of the survey. This finding was further supported by qualitative data
from the semi-structured interviews, where seven participants expressed concerns about the lack
of employment opportunities. The convergence of these findings provides strong evidence of the
participants’ need for employment to sustain their families.
One of the participants, Sea highlighted that immigrants view this path as a means to
improve their financial situations, recognizing that securing employment is difficult when one
does not speak English. Sea is a single mother and receives cash aid, but she could not explain
why she was not receiving full coverage. Sea stated,
I live with my sister and her family in a two-bedroom apartment, which totals seven of us
in a small apartment. When I get a job, we will be able to move to a larger place.
She hopes to secure a job soon and she also shared that she did receive an EBT card to buy
groceries but she had to help pay for all the utilities. She said she has been searching for work for
a year with no luck.
In another case, Bear’s ongoing struggles persist despite the safety and security he and
his family found in the United States. His primary concern is finding work to support his wife
and three children. He stated,
I feel like I am stuck in a bigger problem. The problem also is we are starting again. I am
the breadwinner. I come to this country with the family. Most of us coming to this

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country with the family. So, I have to work, if I focus on more studying to improve my
English, I have less time to work, then I can’t feed my family. I have three children and I
am working at the seven eleven. I have to improve my English, to get a better pay job.
The lack of English and job skills pose significant barriers, as employment opportunities
are unavailable to newly arrived immigrants.
The majority of the participants in the study stressed the importance of finding work to
support their families as the highest priority in their resettlement. Despite their professional
backgrounds from their country, they acknowledged the need to learn new skills to take any job
that would provide enough income to meet basic needs and support their family.
Unmet Basic Needs
The participants expressed genuine concerns about their ability to make ends meet,
highlighting their ongoing struggles with basic necessities. The quantitative data showed that
45% of survey respondents need food and shelter assistance. The qualitative data from the
interviews provided further insights, revealing that eight participants shared concerns about food
and shelter. This selection of participant commentary exemplifies the chronic issues they face in
meeting their essential life needs. Their statements reflect a sense of hopelessness and stress
surrounding securing food and housing.
Here is a summary of the participant’s housing and food insecurity dilemma. Olga stated
that they can opt out of attending a class but cannot opt out of having to provide food for her
children. She said, “I can decide not to go to school anymore, but the kids will ask me what we
are going to eat tonight.” Sea commented, “What worries me is I don’t have a job or any money
to pay for the rent, gas, and food.”
Similarly, Hag stated,

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I arrived in San Diego during the pandemic, and we got placed in a hotel for 6 months.
After that, the county told us that we had to find a place to live, but I couldn’t find a place
that my husband and I could pay the rent. Now, we are living in a family house and
renting a room. We have five people living in one room.
Gel shared a similar experience:
I have to find the cheapest meals, the oranges and apples or soup. That’s always on my
mind, the cheapest food possible to feed my three children . . . That within itself is
stressful, just trying to stay fed.
These testimonies provided a clear illustration of the housing and food insecurity dilemma faced
by the participants. These accounts underscore the profound impact that these challenges had on
their daily lives and overall well-being. Furthermore, it becomes apparent that these challenges
affected their ability to thrive academically and succeed in their employment endeavors..
Unmet Childcare Needs
The lack of childcare emerged as a significant concern among participants. The
quantitative data showed that 18% expressed the need for assistance with childcare, and the
qualitative data obtained from interviews showed that all participants emphasized that childcare
costs posed a significant barrier to their ability to attend and remain in school.
While these participants required childcare services for both work and school
commitments, it was evident that they believed the RCC CalWORKs program or the WTW
agencies could have offered more support in this regard. One participant made the difficult
decision to continue relying on public assistance while receiving reduced cash aid because the
child support she would receive would not cover the expenses associated with childcare.
As Bear shared,

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“My wife doesn’t work and I work part time. Because I am working part time, I’m
getting less cash aid assistance. I get less county help than I would if I got my child
support, but I need childcare. I can’t afford to pay childcare for three kids.”
Another participant, Hag, voiced her frustration, questioning why the county made it so
challenging to provide adequate childcare support.
Hag stated,
I just want to ask ... why the county makes it so difficult to support us with childcare? ... I
don’t know why they make it so hard to get childcare. I turn in all the documentation to
the case worker to get childcare. I am a single mother, not working, who needs childcare
but I have been waiting for 3 months and so far nothing.
In conclusion, the issue of inadequate childcare emerges prominently among the concerns voiced
by the participants. Both quantitative and qualitative data underscored the challenge of child care
in terms of cost and getting support from the county. Notably, one participant’s choice to persist
with public assistance despite reduced cash aid to manage childcare expenses serves as an
example of the complex decisions participants in these circumstances must make. This poses
constraints to their educational pursuits and overall stability.
Research Question 2: Achieving Academic Success and Securing Employment
The second research question investigated the strategies and practices ESL/CalWORKs
student participants adopted to achieve academic success and secure employment. Participants
were asked to provide insights on the significance of the ESL program and the support offered by
the program. While participants recognized the importance of these programs, they also offered
suggestions for program enhancements. In addition to program effectiveness, another theme that
emerged was motivation, which is a key factor for participants to achieve their academic goals.

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Participants expressed how the support from counselors promoted their academic success.
Furthermore, the CalWORKs work-study program was highlighted as a valuable resource in
facilitating employment opportunities for the students.
The CalWORKs Program Support Services
Inquiring about the support services they received from the CalWORKs program at RCC,
participants provided valuable insights into their experiences. It was evident that participants felt
they had received significant support from the program. The quantitative data showed that 55%
of participants expressed that the services provided by the program were highly supportive
(Figure 2). Seven participants in the semi-structured interview shared their contentment and
appreciation for the services they received, highlighting the effectiveness and impact of the
program on their academic and personal journeys.

Figure 2
Overall Satisfaction With CalWORKs Support Services

55%
39%
6%
0% 0%
Very helpful Helpful Neutral Not very helpful Not helpful at all

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Gel stated,
You know, I felt comfortable, so that’s why I just kept coming here. … Not just that, but
over here, I’ve been having a lot more opportunities and support … as far as assistance
with scholarships and job opportunities and a lot of services that they offer here. They
help out a lot, actually.
Jesus shared similar experience with the CalWORKs support services:
I was attending a school at Oregon after I arrived in [the United States] for 3 years, and I
just moved to San Diego last August. I’m new here, and I mainly think that it was
difficult for me because I didn’t know everything about the county, college, and
CalWORKs requirements. But here, they explained everything for me. It’s very nice, and
they treat me nice, and they help me a lot with information and everything. … One day,
my car didn’t start, and I called for help, and somebody came right away and helped me,
calling triple AAA since I don’t speak English very well.
Bear recalled that the CALWORKS office would provide students with refreshments and
snacks during the day. That service had a positive influence on her persistence and feeling a part
of the community at RCC. In addition, she recounted a situation where she found herself in need
of money for gas, and the CalWORKs office gave her an emergency gas card, which was
beneficial during a time when she was struggling financially.
Overall, the statements from participants emphasize the importance of the CalWORKs
program in empowering students, enabling them to navigate the challenges they face and
progress toward their academic and career goals.

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CalWORKs Counselors
To gather information about the academic support the counselors provided, I asked
participants a specific question: “Do you receive emotional and academic support from the
CalWORKs counselors?” The quantitate data showed that 38% of the participants acknowledged
the role played by counselors in their transition and adaptation to their new country and the
education system. Additionally, all interviewees emphasized their reliance on their counselors
for guidance and assistance in various aspects of their lives, including personal, educational, and
work-related matters. This support system significantly contributed to their academic and
employment success.
The participants’ feedback underscores the counselors’ significant impact in fostering a
supportive environment conducive to the students’ education.

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Table 6
Interview Quotes Describing Participants’ Relationships With CalWORKs Counselors
Pseudonym Interview quotes
Sea My counselor assisted me in getting a work-study job when I was in
desperate need. Especially as a new immigrant to this country, I am
by myself and don’t know many people.
Olga Counseling support is crucial. They help us advocate with the county;
they help us get a job; they help us with resources and set up a goal
for us; and they help motivate us to achieve our goals.
Gel It was like we were more than just students for them. My counselor is
my advocate. I was having issues with not getting my childcare
assistance from the county, and my counselor said, “Don’t worry, I
will take care of it for you.” … After 1 month, I got the childcare
assistance. Thanks to my counselor.
Rafaela I had a back I can lean on. I had questions or concerns, any problems I
had, I knew I could go back to my counselor.
Bear I feel like I got all the support I needed here from the CalWORKs
counselors at RCC. I had support from a CalWORKs counselor,
which was, like, huge, you know. Being able to go to my
CalWORKs office and say, “Hey, I’m having a problem.” … It was
huge.

CalWORKs Work-Study
The CalWORKs work-study program provides on/off-campus employment opportunities
for participants, allowing them to develop and enhance workplace skills that are relevant to their
educational and training objectives. Figure 3 presents the response distribution for this item.

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Figure 3
Overall Satisfaction With the CalWORKs Program in Support of getting a Job

The quantitative data showed that 74% of participants said that the CalWORKs program
was very helpful in supporting them in getting a job. When reflecting on their experience with
the work-study program in the qualitative semi-structured interview, six participants expressed
their gratitude for the support counselors provided to help them secure employment through the
work-study program.
The participants’ feedback underscores the impact of the CalWORKs program in
supporting students securing a job.

74%
13%
9%
4%
0%
Very helpful Helpful Neutral Not very helpful Not helpful at all

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Table 7
Interview Quotes Describing Participants’ Satisfaction with CalWORKs Program In Support of
Getting a Job
Pseudonym Interview quotes
Jesus At the county, I wasn’t able to get a job, but I shared with my
CalWORKs counselor that I was looking for a job, and he assisted
me to get a job at the CalWORKs office as and ambassador guiding
new immigrant students as myself.
Mary I [am a] CalWORKs work-study student working at Children of
Rainbow. The job has taught me a lot, … especially in the field of
business [in which] I want to major. It has been helping me to grow
personally grow professionally.
Sea Working at the RCC as an ambassador [has helped] me with my
English skills, interpretational skills because I work as a Spanish
translator at the ESL office.
Olga My friend told [me] the CalWORKs program was hiring. I asked my
counselor about the work-study, and [said] I was willing to
volunteer to work and assist other students like me with translation.
I thought that this could be the place I would like to work since I
been here for the past 6 months. I had to email him a few times. He
was busy, but I think I showed him how much I’m striving to get to
work. After two weeks, they hired me.

The positive experiences of Jesus and Olga with the CalWORKs work study program
reflects their satisfaction and the program’s efficacy in fostering successful employment
outcomes. Similarly, Sea’s journey as a work-study ambassador has not only enhanced her
language and interpersonal skills but has also instilled in her the confidence to navigate the
complexities of her new school and work environment. Olga’s trajectory exemplifies how the
work-study program can serve as a catalyst for personal and professional growth. Her newfound
ability to break barriers and communicate across diverse backgrounds not only enriches her own

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experiences but also speaks to the broader impact that the CalWORKs Work study program can
have on these participants experiences. These stories collectively emphasize the profound
influence of such programs in facilitating tangible opportunities, skill development, and self-
assured navigation of the multifaceted challenges these participants encounter in their pursuit of
success in the United States.
The County Employment Case Managers: Support and Distrust
The support county ECMs provided to participants met with mixed responses (Figure 4).
When asked the extent to which they agree that the county supports their education, on the
quantitative survey, 42% of the participants reported “strongly agree,” and 12% reported
“somewhat disagree,” while four interviewees shared positive experiences involving ECMs,
childcare providers, and other agencies in the WTW program.

Figure 4
Overall Satisfaction With Support From the County

42%
35%
8%
12%
4%
Strongly Agree Somewhat agree Neither agree or
disagree
Somewhat disagree Strongly disagree

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Several comments shed light on the interactions and experiences with ECMs, who are
subcontracted by the county to help participants in various areas such as school supplies,
transportation, and childcare. These ECMs played a significant role in facilitating support
services for the participants.

Table 8
Interview Quotes Describing Participants’ Relationships With the County
Pseudonym Interview quotes
Olga My ECM is amazing. She, I was telling her that school’s a little hard for
me because of my lack of English. She was looking at my grades, and
she’s like, maybe you have a need a conversation class also. … I looked
into it.
Rafaela

With my experience, everyone in the CalWORKs [county] was excellent.
My ECM was one of the greatest ones because I always got my amount
for my books before the semester started, so I had one of those prized
possession ECMs, like everyone would have wanted.
Sea It is important, too, to have good ECMs. … You give them the
information, and they don’t make a note of it, or they don’t give you the
proper form to fill out, and you do end up getting knocked off [of
welfare].
Jesus It is harder to get in contact with them. … You had to wait for your ECM.
So, that slowed you down. … It made it more stressful.” Mary related,
Mary In terms of support, there wasn’t very much. It was about paperwork, it
was about procedure, and it was about getting it done, whatever you got
to do.

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However, the number of negative experiences outweighed the positive ones. Participants
expressed challenges in reaching their ECMs, encountering issues with forms, and experiencing
delays in receiving supportive services. These difficulties had a direct impact on their ability to
maintain cash aid and disrupted their academic stability, particularly in instances where delayed
support services such as childcare, books, and transportation caused them to miss classes.
The Impact of the ESL Program
The findings of the study revealed that the participants valued the RCC ESL program for
improving their English language fluency. The quantitative data showed that 68% of participants
expressed that the ESL program is very important, and eight interviewees expressed how the
ESL program at RCC had positively influenced their lives. Hag said, “For what I need right now,
learning English, RCC is helping me improve.” Gael said, “The English classes are very good. It
is giving me an opportunity for me to learn English.” Rafaela stated, “Finally, I am in ESL
classes, and I found many friends from all different places.” Sea said, “I really appreciate the
ESL classes.” Bean also added, “Yes, I am learning English, which is something I need so much
now to get a job.” The participants were unanimous in their praise for the ESL program at RCC.
As Hag, Gael, Rafaela, and Sea attested, the program is instrumental in helping them improve
their English skills and providing them with a valuable opportunity to connect with other learners
from diverse backgrounds.
Participants further spoke of the importance of the classes being free, as they would not have
been able to attend college. Jesus explained,
The RCC teachers are very flexible and nice. They know we are immigrants who [do not]
speak English very well, so they are flexible with us. I like that so many classes are

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offered in a hybrid modality. The hybrid online classes at [RCC] allow students with
small children and no car to study and improve their English language skills at home.
Similarly, Auro expressed that the availability of various class modalities for learning English is
what attracted her to attend RCC. Because she is receiving cash aid, her ECM said she needs to
go to work or school. When she came to the United States, she wanted to find employment, but
after 6 months of searching, she could not. She enrolled in ESL classes. She stated, “This is the
best decision I made; this is the perfect place to learn English, and I recommended it to my
friends.” She also shared how much English she had learned in such a short time.
When asked what learning English would do for them, all participants said that it would
help them become more employable, among other things. Ecua said, “I have to learn English
here [because it is] important [to] help me to get a job.” Jesus said, “If I … learn English very
well, I can get a good job [in] my career field.” They emphasized the importance of improving
their English language skills to enhance their employability. Testimonies from Hag, Gael,
Rafaela, Sea, and Bean corroborated this sentiment, with each expressing gratitude for the ESL
program’s contribution to their language-learning journey. They described how the ESL program
improved their English skills and created a platform for connecting with other ESL students
learners from various cultural backgrounds. Overall, the participants showcased the pivotal role
of the RCC ESL program in aiding their language development and fostering meaningful
connections within the RCC campus’s diverse community.
The Family As Motivation
The role of family motivation in driving the participants’ educational pursuits was a
significant theme. In the quantitative data, 78% of the participants acknowledged their families’
role in their motivation for academic and employment success. In the semi-structured interview,

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nine participants expressed that their family served as a strong motivator for their persistence to
succeed in academia and career.
One of the participants, Mary, for instance, believed that improving her English and
continuing her education would open doors to better employment opportunities. Mary explained,
I want to improve my English to get a better job. I need to study for many years to get a
nursing degree. My husband supports me and wants me to pursue a nursing degree. Mary
wanted to achieve financial security and believed higher education was the way to
actualize her goal.
Similarly to Mary, Rafaela aspires to pursue a degree in graphic design and establish her own
business. She envisioned a future where her children would not encounter the same challenges
she had faced, and she believed that obtaining a degree and starting her own business would be
instrumental in creating that opportunity for them. Rafaela continued, “When I was living in
Iraq, my parents were struggling financially. … Now, I feel it’s my responsibility to show the
path to my kids and provide them a better life than my parents did for me.”
Another participant, Ecua determined that obtaining a college degree was necessary for her own
upward mobility and would help her family and children escape poverty. Ecua stated,
Because I am a single parent, I want to pursue an education in the medical field. My kids
and I are struggling financially, and it is hard being a single parent, raising children, and
being alone. I have to do this for myself and for my two kids. Education is the only way
to get me out of poverty.
For these individuals, the desire to learn English and obtain a degree held a dual purpose.
They aspired to improve their socioeconomic status and sought to establish a college-going
culture in their families. When asked about their main motivations for achieving their goals,

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eight participants identified their children as their primary source of inspiration. As Hag
expressed, “As a single parent, I work for my kids. Everything I do is for my kids.” This sense of
familial commitment drove their educational aspirations and perseverance.
Summary
In conclusion, by examining these various perspectives and experiences, valuable insights
were gained regarding the strategies, practices, and support systems that contribute to the
participants’ academic and employment achievements. These findings provide a foundation for
further enhancing and refining the programs to better meet the participants’ needs in their pursuit
of educational and career goals.
This chapter presented the findings of a mixed-methods study that aimed to explore the
barriers to academic and employment success as perceived by the participants, as well as the
strategies and practices employed by these students to succeed in education and employment.
The study adopted a qualitative methodology to gain a comprehensive understanding of the
participants’ challenges at RCC. By combining quantitative analysis with qualitative data derived
from survey responses and follow-up interviews, the research aimed to provide a detailed
explanation of the phenomenon under investigation.
The recruitment of participants from upper-level ESL classes in RCC’s CalWORKs
program ensured that the survey and interview responses were clear and comprehensive. By
targeting participants with an English language proficiency equivalent to a college-level English
101 course, the research minimized potential language barriers and facilitated effective
engagement. The data from 28 survey responses and 10 follow-up interviews yielded insights
into the participants’ motivations and experiences, shedding light on factors that drove their
persistence in pursuing educational and career goals.

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The themes presented by participants highlighted the barriers that impede their access to
academic and employment opportunities. The eight main themes and six subthemes were
identified. Overall, this chapter’s findings provide an understanding of the participants’
experiences. The study’s mixed-methods approach, combining quantitative analysis with
qualitative insights, enhances the comprehensiveness of the findings and underscores the
complex nature of the challenges and successes experienced by these students.

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Chapter Five: Findings and Recommendations
The purpose of this study was to explore challenges pertaining to immigrant ESL
students participating in the CalWORKs program at a CCC. Chapter Five explores the
recommendations colleges can implement to support similar students toward academic and
gainful employment. This chapter is an analysis of the quantitative and qualitative data to
provide a roadmap for how colleges can improve immigrant ESL/CalWORKs students’ success.
Two research questions guided this study:
1. What are the barriers to academic and employment success as perceived by
ESL/CalWORKs students?
2. What strategies and practices are employed by ESL/CalWORKs students to succeed
in education and employment?
This study employed a systematic approach that considered the educational and
employment experiences of ESL/CalWORKs students and other factors that impacted their
completion of their educational and career goals.
Discussion of Findings
While exploring the literature in Chapter Two, a few themes emerged regarding the
ESL/CalWORKs students’ challenges and how they affected their academic and employability
lives. The themes presented in Chapter Two that aligned with the challenges and themes
discussed in Chapter Four were the effects of poverty, lack of affordable housing, food
insecurity, acquisition of the English language, and challenges to employability.
However, Chapter Two introduced two themes not addressed in Chapter Four. The first
theme is that the lack of access to technology and connectivity compounds various problems for
students, such as inequality in internet access and connectivity and continues to shut low-income

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students out of the opportunity to access, engage with, and participate in classes, programs, and
services online and search for jobs (Ladson-Billings, 2021). The second theme is academic
success among ESL/CalWORKs students, which can be a significant challenge for those who
face complex personal circumstances, are engaged in low-wage demanding work, and have
limited English skills, academic preparedness, and training (Eyster & Gebrekristos, 2018).
Discussion and Findings
This study employed a mixed-methods research approach to analyze student participant
data. The data collection included survey responses and participant interviews (Klassen et al.,
2012). The data includes an overview of student demographics and a comprehensive
understanding of student experiences that impacted their academic and employment journeys.
The study included 28 ESL/CalWORKs students who were enrolled in upper-level ESL classes.
The discussion of the findings is based on the themes that emerged from the surveys and
interviews. This study aimed to understand the experiences of immigrant ESL students
participating in the CalWORKs program at RCC. The study sought to understand the challenges
these students encounter in their academic and employment journeys while exploring their
success and motivations to persist in completing certificates at RCC and securing employment
opportunities.
Through survey and participant interviews, eight themes and six sub-themes emerged.
The first and second themes highlighted the lack of language and skills. The third focused on the
lack of recognition for prior education skills in future employment. The fourth theme addresses
the importance of balancing work and school, while the fifth focuses on the lack of resources
(unmet basic needs, unemployment needs, and childcare needs). The sixth theme focuses on how
the CalWORKs support services (counselors, work-study, and county) assist students. Finally,

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the seventh and eight themes focus on motivation and the impact of the ESL program and their
family play on their persistence.
Lack of Skills
The quantitative data showed that 35% of respondents decided to attend RCC to learn a
skill. Five interviewees emphasized that finding work to ensure survival was their top priority.
However, one of the barriers they identified was the lack of skills, which hindered their ability to
secure employment that could meet their basic needs. Furthermore, participants frequently
expressed the importance of improving their skills to enhance their employability.
In the study, all participants emphasized the significance of acquiring a skill to secure
employment. Despite their professional backgrounds, they recognized the necessity of
developing new skills to pursue any employment that could meet their basic needs.
According to data, immigrants arriving in the United States often face obstacles to
immediate employment due to factors such as limited language skills, lack of employment skills,
absence of college degrees, and difficulties in transferring their educational credentials to their
new homeland (Schiller et al., 2009; Zeus, 2011). In addition, technological skills have become
particularly essential in the current employment market, with a lack of these skills correlating
with higher unemployment rates among immigrant ESL/CalWORKs students (Garcia-Pérez et
al., 2021).
The study findings show that the initial need for participants to learn a work skill was
urgent, with participants seeking immediate job opportunities for survival. These findings are
consistent with previous literature on the subject. Based on these findings, employment is a
critical part of the immigrant ESL/CalWORKs participants’ resettlement process, especially in
the first few years.

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Lack of English Fluency
In answer to the survey question about why they attend RCC, 31% of respondents
indicated their motivation was to learn English. They believed that improving their English
proficiency would boost their chances of finding employment and academic success and improve
areas of their lives.
In the study, participants’ primary goal for attending RCC was to improve their English
proficiency. They recognized the wide-ranging benefits that enhanced language skills could
bring, including increased employability, academic success, and overall improvement in various
aspects of their lives.
According to data, English proficiency and lack of skills are significant factors in
determining success and stability in the United States, as studies have shown that immigrants
who speak English well are more likely to be successful in school, be employed, and earn higher
wages than those who do not (Jensen, 2019).
This study’s findings show that there is an immediate need for participants to learn the
language, understanding that it is the most necessary skill needed to secure a job. The
participants sought immediate job opportunities for survival. The long-term goal, however, was
to secure steady and higher-paying jobs after learning English through the ESL program. These
findings are consistent with previous literature on the subject.
To address the lack of language and skills issues, the findings underscore the importance
of ESL/CalWORKs participants gaining skills and improving their English fluency to overcome
barriers and secure employment that aligns with their needs. Changes to RCC CalWORKs
program institution’s procedures and structure are imperative to establish an effective means of
connecting students with existing services. The RCC CalWORKs program should use work-

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study allocations to hire and train participants to serve as student ambassadors. These student
ambassadors can be trained to assist new participants in improving their work and English
language skills. In the recommendation section, I will discuss building an ambassador program.
The CalWORKs program should use work-study allocations to hire and train participants to
serve as student ambassadors. These student ambassadors can be trained to assist new
participants in improving their work and English language skills as an option to address this
issue.
Lack of Recognition for Prior Education
The quantitative data showed that 22% of survey respondents indicated they had
completed some form of higher education prior to immigrating to the United States. The
qualitative data from the interviews provided additional insights, showing that seven participants
completed graduate studies in their countries and expressed a desire to use their prior education
and experience in some way to improve their job prospects.
This study’s findings show that highly educated ESL/CalWORKs participants encounter
difficulties when trying to apply their skills and knowledge in the job market. This is a
widespread problem faced by many highly educated immigrants in the United States (Dowling &
Bholat, 2012; Razfar & Simon, 2011; Rumbaut, 2008; Fix & Zimmermann, 2001). However,
accessing employment opportunities that align with their qualifications can be particularly
challenging for these students (Rumbaut, 2008). Many of these students hold advanced degrees
and experience in fields like law, engineering, and medicine but are unable to utilize their skills
in the United States (Rumbaut, 2014). In fact, as of 2012, approximately 1.3 million highly
skilled immigrants with bachelor’s degrees or higher were working in low-skilled employment
sectors, resulting in missed tax income that could be used to fund public services (Dowling &

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Bholat, 2012; Batalova & Bachmeier, 2016). This underutilization harms individuals personally
and represents a missed opportunity for the United States to harness the talents of trained
professionals in areas where there may be a pressing need, such as the healthcare sector (Mattoo
et al., 2008; Association of American Medical Colleges, 2021). This issue requires attention, as
underutilizing highly educated immigrants’ skills and education affects individuals’ professional
lives and results in a waste of human capital with significant economic consequences (Batalova
& Bachmeier, 2016; Gonzalez & Shulman, 2019).
This study revealed that ESL/CalWORKs students possess a wealth of knowledge and are
eager to contribute to society and make a better life for themselves and their families. However,
their potential often goes untapped, and they encounter difficulties accessing opportunities to
utilize their skills, as noted by participants’ quotes and supported by the literature. These
challenges require setting standards for validating foreign credentials, promoting international
accreditation systems, and incorporating credential evaluation into the immigration process
(Batalova & Creticos, 2008; Riddick & Fancher, 2016). To address these challenges, the RCC
needs to expand the process for granting credit for prior learning and work experience.
Resources and support are needed to help ESL/CalWORKs students be granted credit from prior
learning and find opportunities that match their qualifications and utilize their prior experiences
and skills. In addition, expanding the CalWORKs work-study program would provide valuable
work experience opportunities and give students a chance to contribute meaningfully, develop
their professional skills, and improve their language proficiency and cultural understanding.
Balancing Work and School
The majority of participants found it challenging to balance work and school.
Quantitative data showed that 85% of survey respondents have struggled with balance. The

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qualitative data from the interviews showed that all interviewees expressed difficulties in
managing their time effectively between work, school, and family responsibilities. All
participants explained that they had very busy schedules as they steered through their day from
attending classes, working, and meeting county reporting obligations.
This study found that all participants faced significant challenges balancing work, school,
childcare, and family responsibilities. The absence of extended family in the USA further
compounded their struggles as they lacked the support system that could have helped them
navigate these responsibilities more efficiently. Furthermore, the absence of evening or online
support services stands out as a significant hurdle to the academic achievement of student parents
(Chen, 2023). The findings underscore the importance of providing comprehensive support
systems and resources to help participants effectively manage and balance their work, school,
and family obligations to succeed in their educational accomplishments.
To address these issues effectively, RCC should consider broadening its range of student
services and implementing wrap-around resources available during evening hours and online,
specifically tailored to aid ESL/CalWORKs students. The study’s results highlight the pressing
requirement for holistic support services that directly tackle the participants’ struggles when
juggling work, education, and childcare responsibilities. Furthermore, online workshops
addressing time management and parenting topics are very beneficial. Additionally, providing
on-campus childcare services while participants attend classes could alleviate their challenges.
Lack of Resources
In this study, all participants encountered financial hardships and relied solely on cash aid
and food assistance to support their families. When participants were asked about services that
would be beneficial to them beyond English education, the data showed that 50% reported

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employment support, 35% reported food and housing assistance, and 18% reported childcare
services. They still expressed the need for support with food, housing, and childcare services.
This indicates a lack of resources to meet the basic needs of the participants and their families,
leading to instability, stress, and uncertainty.
According to the data, encountering bureaucratic obstacles while trying to get the basic
needs often leads to unstable living conditions. Students who struggle with basic needs are more
apt to feel stressed and distressed and are less likely to succeed academically (Goldrick-Rab et
al., 2015; Wood et al., 2016).
This study found that all participants faced significant financial hardship and still needed
to find end means of support with food, housing, and childcare. To address these issues, an
effective solution would be for the RCC to expand basic needs and childcare support on campus.
RCC’s Campus cafeteria could allow participants to use their EBT cards as a means of payment
at the campus cafeteria or food court (USDA, n.d.). In addition, RCC could partner with
CalFresh to receive free fresh food for students on campus monthly. For housing, RCC could
provide short-term housing and create a temporary safe place for students to stay until they can
find permanent and secure housing. For childcare, the RCC CalWORKs program could establish
a partnership with the RCC child development program and create a childcare watch program.
Implementing these recommendations would address financial burdens and create a more
inclusive and supportive campus environment.
The CalWORKs Program Support Services
The quantitative data showed that 55% of participants expressed that the services
provided by the CalWORKs program were supportive. Seven participants in the semi-structured
interview shared their contentment and appreciation for the services they received, highlighting

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the effectiveness and impact of the CalWORKs program on their academic and personal
journeys. The support of CalWORKs program support services is critical among CalWORKs
students because education is linked to better work opportunities and lowered chances of
returning to public assistance (California Department of Social Services, 2022)
The findings underscore the importance of the CalWORKs counselors and that all
participants emphasized their reliance on their counselors for guidance and assistance in various
aspects of their lives, including personal, educational, and work-related matters. In addition, the
participants’ feedback underlines the impact of the CalWORKs work-study program in
supporting students in securing a job. In conclusion, the findings, with the support extended by
county ECMs to participants, evoked a range of responses, with feedback revealing a mix of
positive and negative interactions. While some comments highlighted constructive experiences
with ECMs, it’s notable that negative encounters were more prevalent. Participants reported
struggles in contacting their ECMs, facing complications with paperwork, and enduring delays in
accessing crucial support services such as cash aid, books, transportation, and childcare, which
led to missed classes.
In conclusion, the feedback from participants highlights the substantial influence of
work-study opportunities and counselors in cultivating a nurturing environment that enhances
students’ educational experiences.
A potential solution to address concerns with county ECMs could involve integrated
services with the county and other governmental agencies to avoid giving participants the run-
around and streamline paperwork processes. Many participants expressed getting the “run
around” when seeking help in navigating the requirements to maintain their county, state, and

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government assistance, such as cash aid, books and school supplies, transportation, childcare,
and other resources that the recent immigrants ESL/CalWORKs students depended on to survive.
The Impact of the ESL Program
The study’s findings revealed that the participants valued the RCC ESL program for
improving their English language fluency. The quantitative data showed that 68% of participants
expressed that the ESL program is very important, and eight interviewees expressed how the
ESL program at RCC had positively influenced their lives.
According to Baran et al. (2018), English proficiency significantly influences the success
and stability of immigrants, as it affects their employment prospects and earning potential.
Therefore, alongside learning English, finding gainful employment is equally important to
immigrant ESL learners’ economic well-being (Jensen, 2019). Notably, ESL students constitute
the fastest-growing group among undergraduate students in the United States, accounting for
13% of the student population (U.S. Department of Education, National Center for Education
Statistics [NCES], 2021). Community colleges, enrolling around 6.5 million students, serve as
institutions that cater to immigrant students’ needs, including those facing the dual challenge of
earning a degree or certificate while learning English (Connell, 2008). These colleges offer ESL
classes to facilitate language skill development and labor market preparation. Furthermore,
community colleges are increasingly providing educational and vocational programs that equip
immigrants with the skills for employment and further schooling, making them central in
enhancing these students’ educational and employment opportunities (Conway, 2010).
Participants described that the ESL program improved their English skills and created a
platform for connecting with other ESL students from various cultural backgrounds. Overall, the
participants showcased the pivotal role of the RCC ESL program in aiding their language

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development and fostering meaningful connections within the RCC campus’s diverse
community. The recommendation is for the RCC CalWORKs program to form partnerships with
employers in the community to place students on work-study on/off campus. The works study
program will help participants build cultural capital and gain work experience while they
improve their English skills.
The Family As Motivation
The research results indicate that family motivated the participants to pursue their
education and career goals. In the quantitative data, 78% of the participants acknowledged their
families’ role in their motivation for academic and employment success. In the semi-structured
interview, nine participants expressed that their family served as a strong motivator for their
persistence to succeed in academia and career.
According to York et al. (2015), academic success involves actively engaging in
purposeful activities, finding satisfaction in learning, and acquiring desired knowledge, skills,
and competencies. Satisfaction keeps students motivated and dedicated to their studies, derived
from interactions with family members, professors and peers, growth, development, and a sense
of accomplishment.
For these individuals, the desire to learn English and obtain a degree held a dual purpose.
They aspired to improve their socioeconomic status and sought to establish a college-going
culture in their families. When asked about their main motivations for achieving their goals,
eight participants identified their children as their primary source of inspiration. As Hag
expressed, “As a single parent, I work for my kids. Everything I do is for my kids.” This sense of
familial commitment drove their educational aspirations and perseverance. The recommendation
is for the RCC CalWORKs program to create family engagement initiatives and a place for their

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family to be involved in campus events or activities. Given the significant impact of family
motivation on educational pursuits and career goals, educational institutions should consider
implementing family engagement initiatives. These programs could involve workshops,
informational sessions, and events that emphasize the importance of family support in achieving
academic and employment success. Institutions can enhance motivation and persistence by
involving families in their students’ educational journeys.
This chapter uses the five recommendations to discuss how California community
colleges can better support immigrant ESL students enrolled in CalWORKs programs. The
recommendations in this chapter offer important insights into how participants can overcome
many barriers they face in pursuit of their educational and career goals.
Recommendations
The survey and interviews provided valuable insight into the challenges of the ESL
students participating in the CalWORKs program at RCC, specifically in terms of their academic
and employment success. The purpose of the study was to understand the challenges encountered
in academics and employment, establishing lives in the United States by learning English,
finding expedient employment, and working towards establishing a more stable future while
exploring motivation to persist in school.
While RCC excelled in providing language instruction and CalWORKs support and
services to ESL students, the study found that there was a disconnect between the RCC
CalWORKs program and ESL students when it came to finding expedient employment, which
was the next step in the ESL/CalWORKs trajectory. To bridge this gap, the study recommends
building in student ambassador program to connect ESL students to job opportunities and
improve their work and English language skills.

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The study also found that the majority of ESL/CalWORKs students already possess
undergraduate degrees or above, resulting in a significant gap between their needs and RCC
CalWORKs’s services. To meet ESL/CalWORKs students’ unique needs, RCC needs to honor
foreign college coursework or grant credit for their professional and work experiences. To
support the academic needs of these students, recommendations are to expand opportunities to
offer wrap-around services at night and online and increase support services on the RCC campus,
especially around food, housing, and childcare. In terms of employment support for these
students, the recommendation is for the RCC CalWORKs program to form partnerships with
employers in the community to place students on work-study on/off campus.
The following are recommendations that are discussed in this chapter:
• build in student ambassador program
• credit for prior learning and work experience
• support services and resources
• expand basic needs and childcare support
• expanding the program and strengthening partnerships
My recommendations employ Bronfenbrenner’s (1979) conceptual framework model,
which examines how interactions within multiple systems (microsystem, mesosystem,
exosystem, and macrosystem) and settings impact the ESL/CalWORKs students and how these
systems (RCC, ESL, CALWORKs programs, and county) can support immigrant
ESL/CalWORKs students in achieving academic and employability success.
Recommendation 1: Build in Student Ambassador Program
The participants highlighted the need for job/career training and language skills as a
significant obstacle in their job search. I recommend establishing a better relationship between

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students’ needs and the organizations, Exosystem (RCC, ESL, CalWORKs, and county) and
Macrosystem (State funding and workforce), that provide for them (Bronfenbrenner’s 1979).
Through the establishment of a student ambassador program to connect ESL/CalWORKs
students to job opportunities on and off campus to improve their work and English language
skills.
Many participants listed these two areas as having major impacts on meeting their basic
needs as they transitioned to American society. They emphasized the importance of skill
development to enhance their employability into either desired careers or above-livable-wage
employment. For instance, Olga pointed out that her limited computer skills impeded her job
prospects because most employers required typing speeds that exceeded her ability since she
came from a country where she did not have access to computers or typewriters. Other
participants, such as Bear and Gel, also emphasized the significance of acquiring computer and
office skills to improve their chances of finding employment. Bear expressed frustration over the
devaluation of her education and skills in the United States, while Gel had to prioritize finding a
job that would meet her basic needs, as she was unable to practice law in the United States.
Despite their professional backgrounds, the participants recognized the need to acquire new
skills to secure well-paying jobs.
The findings underscore the importance of ESL/CalWORKs participants gaining skills
and improving their English fluency to overcome barriers and secure employment that aligns
with their needs. The recommendation is for the RCC organization’s (exosystem) values and
actions to align with the ESL/CalWORKs students’ needs and what they consider essential for
them to achieve success in academics and employment (Bronfenbrenner, 1979).

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The programs should use work-study allocations to hire and train participants to serve as
student ambassadors. These student ambassadors can be trained to assist new participants in
improving their work and English language skills. All new students go through an onboarding
process. The onboarding process typically involves a new student orientation where participants
are introduced to CalWORKs processes. According to researchers, the role of work-study student
ambassadors goes beyond providing information (Perry, 1970). These student ambassadors often
share the same cultures, languages, and backgrounds as the new students. This can offer
additional emotional support for new students being afforded the opportunity to use their native
language to receive the necessary program information. These ambassadors can be scheduled to
visit ESL-level classrooms at key intervals throughout the semester, which allows for more
frequent interaction with participants.
The ESL/CalWORKs participant population is particularly suited to serve as work-study
ambassadors. Student participants share their backgrounds and languages with the students they
would assist. Serving as a student ambassador can provide a vocational training opportunity for
the ambassadors themselves. According to the literature, paid internships or work-study
programs provide a means for highly skilled immigrants to utilize their expertise during the
educational onboarding process. This also is believed to foster social connections, improve
English language skills, and create a sense of belonging and well-being among participants (Lee,
2018).
Many of the participants held qualifications that would make them suitable candidates to
serve as student ambassadors. Six participants had completed at least a bachelor’s degree in their
home countries before resettling in the United States. These students expressed a strong desire to
utilize their prior education to help other immigrants transition into college. This approach would

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contribute to a more comprehensive support system, empowering students to progress toward
their personal and professional goals (Lee, 2018).
Recommendation 2: Credit for Prior Learning and Work Experience
The participants expressed a strong need for colleges to grant credit for prior learning and
work experience. By unlocking the potential of highly skilled ESL/CalWORKs students in
providing more opportunities and resources, RCC (exosystem) can contribute to economic
growth (macrosystem). Addressing the challenges faced by highly educated immigrant
ESL/CalWORKs students in utilizing their education and skills in the job market is essential to
achieving transformational change in RCC’s organization (Bronfenbrenner, 1979). As
mentioned, many participants either had a college degree or extensive professional work
experience in their native countries. Rather than starting their education all over from the
beginning, participants mentioned a need for community colleges to honor their foreign college
coursework or figure out better ways to grant credit for professional work experience. Many
community colleges and 4-year universities have work to do to improve their credit for prior
learning. This process calls for American institutions for high learning to streamline the process
for granting adults credit for life learning achieved prior to entering as a new student (Cleary,
2023). Restarting their education was deemed impractical and unreasonable by the participants,
many of whom already held college degrees.
According to Cleary (2023), institutions of higher learning have a huge opportunity to
support working adults by expanding opportunities for granting credit for prior learning. While
most of these programs were initially aimed at military veterans, similar programs would help
immigrants and other students seeking to gain college credit for prior learning.

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This study’s results showcase the opportunity for community colleges to expand the
process for granting credit for prior learning. Overcoming obstacles faced by these educated
immigrant ESL/CalWORKs students is crucial for RCC’s (exosystem) transformative
development (Bronfenbrenner, 1979). Three immediate recommendations can be implemented
at the RCC College to support granting immigrant CalWORKs students credit for prior learning:
• Expand training for counselors to evaluate foreign transcripts.
• Expand relationships between CalWORKs and community partnerships.
• Develop marketing materials that showcase credit for prior learning.
The first recommendation is for RCC College to offer professional development and
training for CalWORKs counselors to assist with evaluating foreign transcripts. Interviews
conducted during the study highlighted the need for aid in evaluating foreign degrees and
transcripts for immigrant participants. At the colleges, a foreign transcript must be evaluated by
an approved transcript evaluation service. These organizations are private enterprises that charge
a high fee for their services. Often, the counselors have limited training or experience evaluating
foreign transcripts. Training them to evaluate foreign transcripts will alleviate some of the costs
involved.
The second recommendation is for the RCC to allocate additional funds to adequately
support the CalWORKs work-study program. This program aims to improve accessibility for
underserved communities by creating a connection between these two systems: the RCC
CalWORKs program (exosystem) and community partners (macrosystem; Bronfenbrenner,
1979).
This program offers valuable on- and off-campus employment opportunities for
immigrant participants, allowing them to develop workplace skills relevant to their educational

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and training goals. Currently, limited funds only accommodate the participation of 30 students
for 2 years, and the job placements often do not align with their degrees or career aspirations. By
increasing the number of hired work-study students and establishing community partnerships,
RCC’s program can effectively harness the skills and education of highly educated immigrants,
benefiting both the participants and the community (Dowling & Bholat, 2012; Batalova &
Bachmeier, 2016). For instance, RCC could partner with local healthcare organizations to assist
foreign-trained doctors and nurses in obtaining licensure or exploring alternative career options
in the United States. Funding for such a project could be sought from RCC, supplemented by
support from the state. This initiative would address healthcare staffing shortages in California.
To bridge the gap in the system, RCC must collaborate with organizations that can provide
support for participants in finding employment opportunities in their fields. Through such
partnerships and the provision of practical training, the program can establish a more inclusive
and supportive environment that empowers the diverse ESL/CalWORKs participants to succeed.
The third recommendation is for the RCC to create a comprehensive guide for credit for
prior learning. This guide will provide clear and accessible information for students interested in
earning credit based on their home-country education and work experience. The guide on credit
for prior learning (CPL) should provide a concise overview of its definition, purpose, and
benefits, emphasizing its role in accelerating degree completion and saving students time and
money. It should outline the various types of prior learning eligible for credit, including
professional certifications, military training, industry experience, and relevant coursework from
their home country institutions, while explaining the criteria used for assessing and evaluating
prior learning. Additionally, the guide should offer a step-by-step description of the credit
evaluation process, covering initiation, required documentation, assessment by counselors, and

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clear guidelines on timelines and result communication. Via a comprehensive CPL guide, the
institution can empower students to capitalize on their knowledge and skills, promoting a more
inclusive and accessible educational experience. This guide will serve as a valuable resource,
assisting students in navigating the CPL process and facilitating their academic progress.
Many participants expressed being highly skilled or college-educated in their home
countries. To support highly educated immigrant ESL/CalWORKs participants and facilitate
transformative change, RCC’s organization (exosystem) must address the challenges they face
by leveraging their prior education so they can secure above-livable-pay employment
(macrosystesm; Bronfenbrenner, 1979).
Recommendation 3: Support Services and Resources
The recommendation for community colleges supporting immigrant ESL/CalWORKs
students involves expanded opportunities for support and wrap-around services at night and
online. The findings underscore the need for comprehensive support systems that address the
challenges participants face in balancing work, school, and childcare. Utilizing Bronfenbrenner’s
(1979) ecological systems theory, which brings the ESL student’s needs (microsystem) and
RCC’s CalWORKs Program (exosystem) resources together to provide a model to help drive this
change.
Participants expressed the importance of having resources at night and assistance in
managing their time effectively. According to Grace Chen (2023), support services at night are
one of the major challenges to student success for student parents. The CalWORKs program is
no different. Many participants listed their work hours conflicting with class, childcare, and
support services, impacting their decision to drop out or continue their education.

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The RCC CalWORKs program has an opportunity to provide expanded evening services
for its students. Providing support services for students who are also parents during the night can
be helpful for people who need quiet time to complete their studies or who work a traditional 8–5
schedule. According to Bronfenbrenner’s (1979) ecological system theory, the following sections
present recommended support services at the Microsystem (childcare, family, and ESL teacher
and counselor’s support), exosystem (RCC, ESL, CalWORKs, and county) and macrosystem
(state funding and workforce).
The first recommendation is to provide computers/Wi-Fi to students to eliminate the time
constraints they have in balancing work, school, and childcare. Providing students with
technology and Wi-Fi will allow them to access, engage with, and participate in classes,
programs, and services in an online education environment. Second, online parenting support
groups can connect students who have similar realities with their educational pursuits. Programs
can use their counselors and student ambassadors to set up an online platform where student
parents can connect with each other, share their experiences, and seek advice for overcoming
their many challenges. This could include discussion forums, chat rooms, or video conferences
via Zoom based on factors such as nationality, culture, language, and other factors where
students can interact and receive guidance from other student parents.
Third, programs can set up online or evening tutoring study groups specifically tailored to
ESL/CalWORKs student parents’ needs. These tutoring sessions can survey current students to
aid with challenging subjects, study strategies, time management, and organization skills. This
can also help balance their academic responsibilities with their parenting responsibilities. The
key is offering these services in the evening during times that are not traditionally offered by
many colleges that are accustomed to serving recent high school graduates.

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Next, one of the most needed evening services is counseling and mental health
appointments. Programs can create a helpline or online chat service where student parents can
reach out for emotional support and guidance. Programs can offer evening counseling sessions to
help students navigate challenges. This includes offering flexible study spaces where student
parents can collaborate with the program to access designated study spaces during the night that
accommodate their needs. These spaces should be child-friendly and equipped with amenities
like Wi-Fi, comfortable seating, and study materials connecting two systems (microsystem and
exosystem) to support the ESL/CALWORKs student’s needs (Bronfenbrenner, 1979).
Furthermore, programs should develop evening parenting workshops and webinars that
cover topics relevant to student parents. This includes topics such as parenting skills, child
development, time management, and self-care. These programs could invite guest speakers who
specialize in these areas to share their expertise and provide practical tips and advice. This can
include topics like time management techniques, coping strategies, and general guidance on
maintaining a healthy work-life balance. To accommodate these students, these workshops could
be conducted in multiple languages or with the assistance of translators. Furthermore, recording
the workshops and distributing them via email to all participants would allow them convenient
access to information. In addition, programs should engage with college administrators and
faculty to create awareness and garner support for your initiatives that support night support
services for student parents.
These support services will provide assistance to student parents who are balancing the
demands of school and work.

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Recommendation 4: Expand Basic Needs and Childcare Support
Due to financial hardship, the participants relied solely on CalWORKs cash and food aid
to support their families. They still expressed the need for support with food, housing, and
childcare services. This indicates a lack of resources to meet the basic needs of the participants
and their families, leading to instability, stress, and uncertainty. The following are some ideas for
food, housing, and childcare support services that RCC can immediately implement:
Food
Participants in the CalWORKs program receive food assistance through the Supplemental
Nutrition Assistance Program. These benefits are allocated based on household size and financial
need and are distributed through government-issued electronic EBT debit cards, which
participants can use to make food purchases. The EBT cards can only be used at authorized
retailers and are limited to purchasing basic necessities such as rice, beans, oil, sugar, etc.
However, these EBT debit cards cannot be used at the campus cafeterias or food courts, leaving
ESL/CalWORKs participants hungry while on campus. This level of change can help move RCC
towards the multiplicity category of development, driving transformation system change and
better serving the community (Bronfenbrenner, 1979).
To address this issue, an effective solution would be for the RCC Campus cafeteria to
allow participants to use their EBT cards as a means of payment at the campus cafeteria or food
court (USDA, n.d.).
In addition, RCC could form a partnership with CalFresh. The CalFresh program
provides monthly food benefits to individuals and families with low incomes, contributing to
economic benefits for communities. It is the largest food program in California and provides a
safety net against hunger (CalFresh, n.d.). By establishing this partnership, ESL/CalWORKs

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participants would have access to free nutritious food while on campus, eliminating the need to
go elsewhere for their meals. This would save them time and money to focus on studying and
working.
While food pantries at RCC provide snacks for food-insecure students, it is essential to
ensure that their availability aligns with evening students’ schedules. Additionally, outreach
efforts should be made to inform the ESL/CalWORKs population about services and resources,
including the food pantry, to ensure they are aware of the support services on campus.
Housing
Although California community colleges do not offer housing for students, they may be
eligible for comprehensive benefits through welfare programs. However, the actual benefits
students receive are typically much less than what they are eligible for, with a long application
process and years of waiting (Pugh et al., 2022). Participants in the study shared that the housing
needs are not being met.
I recommend establishing a better relationship between students’ needs and the
organization systems: the RCC/CalWORKs program (exosystem) and the state/county
(macrosystem) to provide better services and resources for them (Bronfenbrenner 1979). A
suggestion is for RCC to provide resources to homeless and housing-insecure students. The goal
is to provide short-term housing and to create a temporary safe place for students to stay until
they can find permanent and secure housing. Unfortunately, in many communities, there is a lack
of longer-term affordable housing (Au & Hyatt, 2017; Crutchfield et al., 2016). Students who are
housing insecure or homeless are more apt to feel stressed and distressed and are less likely to
succeed academically (Goldrick-Rab et al., 2015; Wood et al., 2016).

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Childcare
Balancing college attendance, participation in the CalWORKs program, and parenting
responsibilities posed a significant challenge, particularly for those raising children. Although
the county welfare department offers supportive services such as childcare payment or
reimbursement, the process of receiving these services can take 1 to 3 months. This delay puts
ESL/CalWORKs participants at a disadvantage as they strive to attend school, work, and manage
childcare responsibilities and resources effectively. To address this issue, the RCC CalWORKs
program could establish a partnership with the RCC child development program and create a
childcare watch program. By connecting two systems (microsystem and exosystem)
transformational change can be achieved to support student’s childcare needs (Bronfenbrenner’s
1979).
This program would provide childcare services for participants while they attend classes
or work at the school, similar to a gym providing child supervision while people work out. This
initiative would benefit both ESL/CalWORKs participants, who are parents, and students in the
RCC child development program who require hands-on practice with children. It would serve as
a temporary solution for CalWORKs participants until their county childcare services are in
place.
Multiple barriers can make achieving success in college and employment more
challenging (Danielson & Thorman, 2018). Implementing these recommendations would address
financial burdens and create a more inclusive and supportive campus environment.
Recommendation 5: Expanding CalWORKs Program and Strengthening Partnerships
This study’s results convey the importance of the CalWORKs program in offering
supportive intrusive counseling and job placement services that place students into hands-on paid

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career training opportunities. Having a job in a desirable field of study or industry helps students
continue their education. Thus, RCC must develop work-study programs that are linked to the
student’s career goals and above-livable-wage industry sectors. Many immigrant
ESL/CalWORKs students come to the program with either college degrees or professional work
experience. It is important that they be placed in real-world work experience that relates to their
career goals so they see and feel the value of working in their fields. By unlocking the potential
of highly skilled ESL/CalWORKs students in providing more opportunities and resources, RCC
(exosystem) can contribute to economic growth (Macrosystem). Addressing the challenges faced
by highly educated immigrant ESL/CalWORKs students in utilizing their education and skills in
the job market is essential to achieving transformational change in RCC’s organization
(Bronfenbrenner, 1979).
The recommendation is for the RCC CalWORKs program to form partnerships with
employers in the community to place students on work-study on/off campus. The works study
program will help participants build cultural capital and gain work experience while they
improve their English skills.
In addition, the program must have integrated services with the county and other
governmental agencies to avoid giving participants the run-around. Many participants expressed
getting the “run around” when seeking help in navigating the requirements to maintain their
county, state, and government assistance, such as cash aid, books and school supplies,
transportation, childcare, and other resources that the recent immigrants ESL/CalWORKs
students depended on to survive. Participants found it much easier to work with their
CalWORKs counselors than with their ECM.

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Limitations and Delimitations
When considering the possible limitations and delimitations of the study, it is important
to acknowledge my personal experience as a recipient of public assistance. The research took
place within RCC’s CalWORKs program, and I was aware of the potential biases and insider
knowledge that could arise from my background. I previously served as a director of such a
program. This experience provided a deep understanding of the policies and processes that
impact ESL students enrolled in the program, which may have influenced the interpretation of
the data. I had previous experience as both a CalWORKs student and director, and these roles
offered valuable insights. Nevertheless, I took extra precautions to ensure that personal interests
did not influence the study’s results. Another limitation of the study was that not all
ESL/CalWORKs students could be interviewed due to the study’s constraints. As the study was
conducted only in English, beginning- and intermediate-level students who may not be fluent in
English were excluded from the study.
Furthermore, the study was limited to Level 5–7 students, resulting in a small sample.
The percentage of beginning-level students with advanced degrees was not studied and may
differ from those in the advanced levels. Although only 10 students were interviewed, it is
unclear whether additional interviews would have produced significantly different findings. The
study’s delimitations include the decision not to ask non-ESL/CalWORKs students the same
questions as the ESL/CalWORKs students to determine significant differences in their responses.
Additionally, faculty, staff, and administrators were not interviewed to provide a more
comprehensive perspective. These limitations and delimitations should be taken into
consideration when interpreting the study’s results.

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Future Research
This study contributes to the literature by examining the experiences of immigrant
ESL/CalWORKs students and their impact on their academic and employment paths. It aimed to
gain a holistic understanding of the challenges these students faced in education and employment
while also exploring their motivations and successes in completing certificates and securing
employment. This research provided a deeper insight into the participants’ experiences,
providing valuable information for educational and support programs. Further research can build
on these findings by examining the impact of burdens experienced with public systems on stress,
anxiety, and overall mental health. Balancing multiple responsibilities and facing the challenges
posed by public systems can contribute to mental health challenges among parenting students,
including stress, anxiety, depression, and trauma. Exploring these factors in more depth can
provide a deeper understanding of these students’ experiences and needs with public systems.
Furthermore, gaining insights from interviews with counselors, county agencies, and other
entities involved in these students’ experiences would provide new perspectives on the topic.
Therefore, further research is required to explore these issues in greater depth.
Conclusion
This study focuses on examining the experiences of ESL/CalWORKs students and their
implications for their academic and employment trajectories. Additionally, the study proposes
potential interventions to enhance certificate completion and job opportunities for these students.
The findings align with previous research that emphasizes the importance of financial stability
for immigrants (Baran et al., 2018; Baranik et al., 2018; Barkan, 2010; Higgins & Misawa,
2021), which was also a primary need among the participants. This investigation is significant, as
prior studies have established a positive correlation between skill development, English

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proficiency, earning certificate, improved earnings, and increased employment prospects
(Carneval et al., 2016).
The study also revealed that seven participants had completed graduate studies in their
countries. Further, the findings and the literature indicated that learning English and improving
work skills are to attain financial stability (Barkan, 2010). The combination of the need for
expedient employment and the desire to avoid starting from the bottom in terms of their
education and experience to eventually secure a job in their field of expertise was a significant
finding that emerged from the research.
The significance of immigrants’ cultural capital is often overlooked, largely due to
language barriers that hinder effective communication. However, failing to acknowledge the
valuable knowledge and experience that immigrants bring to our community represents a missed
opportunity for growth and progress. As community leaders and members, we must improve
access to this cultural capital. Additionally, there has been a noticeable increase in the enrollment
of highly educated immigrant students, some of whom hold advanced degrees, in ESL courses
and the CalWORKs program. Failing to address these individuals’ needs is an ongoing issue
(Batalova et al., 2019). This is especially true considering that access to education is improving
in countries where women previously faced challenges in obtaining education, resulting in a
growing population of highly educated immigrants (World Bank, 2019). Consequently, these
highly trained professionals’ skills and knowledge must be leveraged. This is beneficial for their
resettlement and for the country, as it stands to gain from these individuals’ talent and expertise.
Although the literature and the data demonstrate that community college ESL and
CalWORKs programs are making a difference (Mecom, 2014; Ramirez, 2014), as educators, we
must ensure that our programs are designed to serve all of our students. The challenges discussed

109

in this study underscore immigrant ESL/CalWORKs students’ complex realities. From economic
disparities to educational barriers and language difficulties to limited access to resources, the
path to integration and upward mobility is often fraught with obstacles (Batalova et al., 2019).
Thus, policymakers, educators, community leaders, and society as a whole must recognize and
address these challenges. Strategies that encompass education, employment, social services, and
support networks will create a more inclusive society where students have equal opportunities to
thrive and contribute to the nation’s growth (Barkan, 2010). By valuing the diversity and unique
experiences that immigrants bring, we can build a stronger and more vibrant future for all.

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Appendix A: Survey Instruments
The following emails were sent to ESL teachers and students who might have wanted to
participate.
Introduction for ESL teachers
Hi, my name is Roberta Krauss, and I am a student in the Doctorate in Educational
Leadership program at the University of Southern California Rossier School of Education (USC).
I am also an employee in the counseling department at San Diego College of Continuing
Education. I would like to ask for your support in helping me conduct my research study by
inviting your students to take a survey and participate in an interview. The information gained
from this study will count towards the partial fulfillment of my doctorate degree.
The purpose of this research study is to better understand the challenges among English
Second Language (ESL) CalWORKs students attending our schools and what barriers might be
impeding them to achieve their educational goals and acquire employment.
I am looking for ESL CalWORKs students, ESL levels 5-7 due to the English proficiency
that will be needed to complete the survey and possible interview. The survey should take around
5–10 minutes and the interview 45–60 minutes. The interview can be via Zoom or in person at a
location convenient for the student. After the interview, a $20 Amazon gift card will be given as
an incentive for student participation in the interview only.
If you have ESL CalWORKs students willing to participate, I would appreciate it if you
could give them the link to my survey below.
Please note that participation is completely optional. Let me know if you are willing to
support my research, and if you have any questions, please contact me at rkrauss@usc.edu or
619-889-9381

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Thank you,
Roberta Krauss
Introduction for Students
Thank you for your willingness to participate in this survey. I want to remind you that
your participation in this study is completely voluntary. The survey should take around 5–10
minutes. You can stop the survey at any time or skip any questions that you do not wish to
answer.
Please read and sign the information sheet for exempt studies (this will be hyperlinked)
before you fill out the survey. This document states that your participation is voluntary and that
you agree to the terms of this research study. Click on the link to start the survey.
Survey
Relation to concept framework and research questions:
• RQ1: Barrier strategies
• RQ2: Success strategies
• Mot: Motivation
• AcaS: Academic success
• LoR: Lack of resources
• EoP: Effects of poverty

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1. What gender do you identify as?
• Female
• Gender Non-Binary
• Male
• Not Applicable
2. What is your age?
• under 20
• 20-24
• 25-39
• 40 and over
3. What is your marital status?
• Single
• Married
4. Choose one. Please indicate the highest level of education you completed before
coming to the US:
• None
• High school diploma or equivalent
• Technical/Certificate
• Some college, no degree
• 2-year certificate or degree/associate
• 4 yr. college graduate/undergraduate
• Graduate Studies
• Doctoral degree

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• Other diploma/degree
5. Why did you decide to attend San Diego College of Continuing Education? Rank the
following, with 1 being the most important.
• Learn English
• Learn a skill
• Get a certificate
• Get an associate degree
• Transfer to university
• To be better prepared to get a job
• Other
6. Do you have a job right now?
• Yes
• No, I do not have a job, but I want one.
• No, I do not have a job, and I do not want a job.
• I am retired.
• 6a. pops up if checked YES to 6] Do you think being part of the
CalWORKs program will help you to get a better job?
• very helpful
• helpful
• neutral
• not very helpful
• not helpful at all

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• 6b. [pops up if checked on question 6 “NO, I do not have a job, but I
want one”] Do you think being part of the CalWORKs program will
help you to get a job?
• very helpful
• helpful
• neutral
• not very helpful
• not helpful at all
7. What services would be helpful to you beyond English education? Rank the
following, with 1 being the most important.
• Employment (paying more than the cost of living)
• Financial help
• Housing help
• Food
• Technology
• Wi-Fi
• Childcare
• Other
Please rate your level of agreement with each of the following statements. Select from
strongly disagree, disagree, neutral, agree, and strongly agree.
8. I receive support to find employment from the CalWORKs program
9. Do you get academic support from the CalWORKs program staff?
10. Do you get emotional support from the CalWORKs program staff?

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11. The San Diego County supports your education.
12. How stressful, if at all, is the process of receiving cash aid?
• very stressful
• stressful
• neutral
• not very stressful
• not stressful at all
13. I am familiar with the CalWORKs support services. Check all that you know.
• Academic counseling
• Personal counseling
• Career counseling
• Work-study opportunities
• Childcare
• Wi-Fi
• Technology
• Job placement
• Textbooks
• Transportation
• School Supplies
• Connect with resources on campus
• Connect with resources off campus
• Employment (work-study)
• Financial help

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• Housing help
• Food
• Other
14. Have you used any of the following CalWORKs services? Check all that apply.
• Academic counseling
• Personal counseling
• Career counseling
• Work-study opportunities
• Childcare
• Wi-Fi
• Technology
• Job Placement
• Textbooks
• Transportation
• School Supplies
• Connect with resources on campus
• Connect with resources off campus
• Employment (work-study)
• Financial help
• Housing help
• Food
• Other
15. I believe the CalWORKs support services are helpful

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• very helpful
• helpful
• neutral
• not very helpful
• not helpful at all
Closing
If you are interested in participating in a 45- to 60-minute interview, please click on the
link below. After the interview, a $20 Amazon gift card will be given as an incentive for student
participation in the interview only.

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Appendix B: Interview Protocol
The following email was sent to students to request interview participation.
Dear Student,
Thank you for your willingness to participate in an interview. The interview goal is to
help better understand the challenges ESL CalWORKs students face.
I want to remind you that your participation in this study is completely voluntary. The
interview should take around 45–60 minutes. At any time during the interview, you can stop or
skip any of the questions that are asked.
I will email you a $20 Amazon gift card as a thank you for your participation in the
interview, whether or not you are able to complete the interview. The interview can be via Zoom
or in person at a location convenient for you.
The notes from the meeting will be shared with you so that you will have the opportunity
to edit any information that was not captured correctly.
Are you available on any of the following days or times to meet via Zoom or in person
for an interview?
__day, November ___ 2022 at 0:00am/pm
__day, November ___ 2022 at 0:00am/pm
__day, November ___ 2022 at 0:00am/pm
I really appreciate your support for this study. If you have any questions or would like to
discuss the interview further, feel free to contact me at rkrauss@usc.edu or 619-889-9381.

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Interview Introduction
Hello, and thank you for agreeing to participate in my study. I appreciate you taking the
time to answer my questions. As I said the last time we talked, our interview should take about
45–60 minutes. Is that still ok for you?
Before we get started, I want to remind you about the details of this study. Just so you
know, all the information is in the Study Information Sheet I sent to you. But also, I am happy to
answer any questions you have about any of this, including the study itself, or the interview.
Please feel free to ask; do you have any questions?
I am a doctoral student at the University of Southern California (USC). I am conducting a
study to better understand the challenges that ESL CalWORKs students at San Diego College of
Continuing Education face in achieving their educational and employment goals.
I want to make sure you feel comfortable, and I want you to know that, 100% today, I am
only a researcher. Today, I am a student who wants to learn from you. This means that any
answer you give is okay. There is no good or bad answer. I will not judge you or think anything
negative because of what you say. I only want to help find out what the students need. I want to
understand your perspective.
You don’t have to answer any question you do not want to, and you can stop the interview
at any time.
I will read the information sheet that you read and signed it so you will see that this
interview is confidential. This means that your name will not be shared with anyone outside the
research team. I will not share with or tell any other teachers, managers, or students the name of
anyone who says anything in these interviews. The data or information for this study will be put
together/compiled into a report. In the report, I will use some of what you say as direct quotes, but

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I will not give any names or information about you. I will use a pseudonym (a fake name) to
protect your confidentiality and will try my best to make any of the information you shared not
something that anyone can tell is from you in any way. If you are interested, I would be happy to
give you a copy of my final paper when it is done.
The last note is that all the information you share will be kept in a password-protected
computer. Study identifiers will be deleted upon completion of data analysis, but the identified
data will be held for 5 years for possible future use.
Do you have any questions about the study before we get started? I will be recording this
Zoom or in-person meeting so that I can correctly catch all the things you share with me. The
recording is only for me to best catch everything you have to say and will not be shared with
anyone outside the research team. May I have permission to record our conversation?
Setting the Stage
I’d like to start by asking you some questions about you and your goals.
1. First, tell me about where you come from.
2. Tell me, what are the reasons you decided to study at San Diego College of
Continuing Education?
3. Can you tell me about your educational goals?
4. What are your career goals?
Heart of the Interview Part 1
Now, I would like to ask you some questions about barriers you encounter to your
academic and employment success.
5. Can you tell about some of the most challenging academic aspects of attending San
Diego College of Continuing Education?

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6. Can you tell about some of the challenges you face with the demands of home life and,
if you work, work life?
7. Can you share your experiences accessing CalWORKs support services?
Heart of the Interview Part 2
Now, I would like to ask you some questions about strategies you used to succeed in
school.
8. How do you keep yourself motivated as a student with the demands of home life,
and if you work, work life?
9. Tell me about the support you receive at San Diego College of Continuing
Education to find jobs, if any.
10. What does the CalWORKs program do that helps, if at all?
11. Do you have any recommendations for the CalWORKs program?

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Appendix C: Information Sheet for Exempt Research
STUDY TITLE: CalWORKs’ Role in Increasing Success among Immigrant Students
PRINCIPAL INVESTIGATOR: Roberta Krauss
FACULTY ADVISOR: Eric Canny, Ed.D.

You are invited to participate in a research study. Your participation is voluntary. This
document explains information about this study. You should ask questions about anything that is
unclear to you.

PURPOSE
The purpose of this study is to contribute to the literature on the barriers CalWORKs
students face in completing degrees or acquiring employment and how they can overcome them.
It will explore the intersection of academic and employment influences on these students.

WHO CAN PARTICIPATE?
Students (age 18 years old or older) who are participating in the San Diego College of
Continuing Education CalWORKs program.
Students who are enrolled in advanced-level ESL classes (levels 5-7)

PARTICIPANT INVOLVEMENT
Thank you again for taking the survey and indicating your willingness to participate in an
interview. The interview is a part of a research study for my doctoral dissertation at the Rossier
School of Education at the University of Southern California.

Your perspective and experience as a student in the CalWORKs program will help to
better understand the challenges that ESL CalWORKs students at San Diego College of
Continuing Education face in achieving their educational and employment goals.

The interview should take around 45–60 minutes. You can choose to be interviewed on
Zoom or in person at a location convenient to you. With your permission, the interview session
will be recorded. The record will be used to ensure the accuracy of information gathered during
the interview.

Your participation in the interview is voluntary. You can decline to answer any questions
you do not want to answer. In addition, you may stop the interview at any time.

If you decide to take part, you will be asked to participate in either a Zoom or in-person
interview in a private setting of your choice.

PAYMENT/COMPENSATION FOR PARTICIPATION
After the interview, a $20 Amazon gift card will be given as an incentive for student
participation in the interview only.

128

CONFIDENTIALITY
The members of the research team and the University of Southern California Institutional
Review Board (IRB) may access the data. The IRB reviews and monitors research studies to
protect the rights and welfare of research subjects.

The surveys and interview recording will be stored for 5 years on the cloud or the
researcher’s personal computer with a protected password that can be accessed only by the
researcher. You have the right to review and edit the audio/video recordings or transcripts.

You will not be identified in written materials. A pseudonym will be used in the transcripts
and any necessary quotations to protect your identity. No identifiable information will be used if
the research results are published or discussed at conferences.

INVESTIGATOR CONTACT INFORMATION
If you have any questions about this study, please contact me, Roberta Krauss,
rkrauss@usc.edu, cell phone number (619)-889-9381, and Dr. Eric Canny, ecanny@usc.edu.

IRB CONTACT INFORMATION
If you have any questions about your rights as a research participant, please contact;

The University of Southern California Institutional Review Board at (323) 442-0114 or
email irb@usc.edu or the San Diego Community College District Institutional Review Board at
irp@sdccd.edu.

I have read this form, and I understand that my participation is voluntary. I agree to
participate in this research study according to the above terms.

____________________________________________
Participant’s Signature

Abstract (if available)

Abstract This study aimed to explore the experiences of immigrant ESL students participating in the CalWORKs program at a mid-sized community college to understand the challenges they encounter in their academic and employment journeys while exploring their success and motivations to persist in completing certificates and securing employment opportunities. This mixed methods study was conducted. Students who were enrolled in upper-level noncredit ESL classes and participated in the CalWORKs program were surveyed and 10 of them were interviewed. The ecological systems theory model was used to examine how interactions within multiple systems and settings impact the students and how these systems can support students in achieving academic and employability success. The study found that the majority of students already held at least undergraduate degrees, resulting in a significant gap between their needs and the school’s CalWORKs’s services. In addition, there is need to increase support services, especially around employment, food, housing, and childcare. A recommended change is for the CalWORKs program to partner with employers to place students on work-study on/off campus. In addition, there is a need to expand support and wrap-around services at night and online.

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Asset Metadata

Creator Krauss, Roberta Meliande (author)

Core Title CalWORKs’ role in increasing success among immigrant students

School Rossier School of Education

Degree Doctor of Education

Degree Program Educational Leadership

Degree Conferral Date 2023-12

Publication Date 09/01/2023

Defense Date 08/03/2023

Publisher Los Angeles, California (original), University of Southern California (original), University of Southern California. Libraries (digital)

Tag California Work Opportunity and Responsibility to Kids,CalWORKS,employment case management,English as a second language,immigrant,OAI-PMH Harvest,refugees,Welfare-to-Work

Format theses (aat)

Language English

Contributor Electronically uploaded by the author (provenance)

Advisor Canny, Eric (committee chair), Krop, Cathy (committee member), Ahmadi, Shafiqa (committee member)

Creator Email rkrauss@usc.edu,robertameliande@hotmail.com

Permanent Link (DOI) https://doi.org/10.25549/usctheses-oUC113302657

Unique identifier UC113302657

Identifier etd-KraussRobe-12309.pdf (filename)

Legacy Identifier etd-KraussRobe-12309

Document Type Dissertation

Format theses (aat)

Rights Krauss, Roberta Meliande

Internet Media Type application/pdf

Type texts

Source 20230901-usctheses-batch-1089 (batch), 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 author, as the original true and official version of the work, but does not grant the reader permission to use the work if the desired use is covered by copyright. It is the author, as rights holder, who must provide use permission if such use is covered by copyright.

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

Repository Email cisadmin@lib.usc.edu