Document Tag: parenting students

Not by Bread Alone: Mothers’ Strategic Pursuit of Higher Education to Meet Basic Needs (2023)

Maslow’s theoretical hierarchy of needs suggests need fulfillment is ordered, where basic needs are at least partially satiated before more advanced needs may be pursued. The implication, then, is that an individual is motivated to fulfill their physiological needs before they can seek higher-level needs. Using interview data from 32 single mothers, this paper examines whether mothers—who need to fulfill their children’s basic needs—follow or deviate from the ordered direction of Maslow’s hierarchy. Findings show mothers’ motivations are social, not individual, as they strategically pursue higher education as a way to provide housing, food, and safety to their children—which inverts Maslow’s hierarchy. Mothers participate in The House of Educational Attainment (THEA), an organization that provides unilateral support, including apartments, to single parents as they pursue baccalaureate degrees. Support for more programs like THEA is needed if our national goal is for single mothers to achieve self-sufficiency.

Parenting Adult Learners’ Experiences in Higher Education (2023)

Pursuing postsecondary education is complicated for adult learners with children, also known as parenting adult learners (PALs). PALs must consider family expenses in addition to college expenses and make tough decisions about how to spend their time across their academic, work, and family responsibilities. Nonetheless, PALs are highly motivated, are resilient, and feel that earning a credential will improve the economic outlook for their family.
Despite the fact that PALs make up a sizable proportion of the postsecondary student population, their circumstances are often overlooked in postsecondary policies, programs, and practices. About one in three undergraduates in the United States are adult learners (i.e., 25 years old or older), and nearly half of these students have at least one dependent child.

At public 2-year colleges, four in 10 students are adult learners, and 46.5% of students have a dependent child. Yet adult learners and parenting students do not receive adequate support. This was especially evident during the pandemic, when many parents lost access to childcare, making it difficult for them to keep their jobs and attend their classes, particularly for mothers who were often the main, if not only, caretakers in the family. It is worth noting, however, that access to affordable, quality childcare and family-friendly spaces on campus was challenging prior to the pandemic and continues to be an obstacle for many. Even when childcare is available, its costs are not always accounted for in financial aid packages of adult learners.

Community Colleges and Human Services Nonprofits BOOSTing Family Economic Success Through Organizational Policy and Practice (2023)

The BOOST initiative connects families with low incomes to critical human services supports and educational and career pathways to advance multigenerational family economic success. In six cities — Baltimore, Maryland; Green Bay, Wisconsin; Hartford, Connecticut; New York City (Queens); Portland, Oregon; and Syracuse, New York— community colleges and human services nonprofits have partnered to support the economic advancement of families as part of the BOOST initiative. The partners at these BOOST sites are guided by six core tenets that advance family social and economic success: partnership, learning, lifetime and springboard jobs, sustainability, racial equity, and the two-generation (2Gen) approach, also sometimes referred to as the whole-family approach, as defined by Ascend at the Aspen Institute.
BOOST partnerships place a particular emphasis on racial equity—both the process and outcome of seeking to understand and address the programmatic, institutional, and policy barriers families of color face in higher education and human services systems. Over time, BOOST partners have deepened their understanding of systemic racism and how it influences individual and organizational thinking and are now shifting their organizational practices to support more equitable outcomes.
This brief explores how community colleges and human services nonprofits can partner to advance multigenerational family economic success and how these partners can lean into their unique strengths as they seek to achieve this goal. It looks at how the six BOOST sites are working to change policies and access funding at the institutional, state, and federal levels to support their partnership goals. It also highlights practices and insights learned from the BOOST initiative, with the intent of aiding and accelerating other efforts to follow this collaborative path.

Effects of Universal and Unconditional Cash Transfers on Child Abuse and Neglect (2023)

We estimate the effects of cash transfers on a severe measure of child welfare: maltreatment. To do so, we leverage year-to-year household variation from a universal and unconditional cash transfer, the Alaska Permanent Fund Dividend (PFD). Using linked individual-level administrative data on PFD payments and child maltreatment referrals, we show that an additional $1,000 to families in the first few months of a child’s life reduces the likelihood that a child is referred to Child Protective Services by age three by 2.0 percentage points, or 10 percent, on average. Estimates indicate that additional cash transfers also reduce child mortality.

Parenting While In College: Basic Needs Insecurity Among Students With Children (2020)

At least one in five of today’s college students is parenting a child while enrolled in classes.󰀱 Ifthese parenting students complete their degrees, both they and their children could expectimproved social, economic, and health outcomes. Nevertheless, degree attainment rates amongparenting students are low, and evidence about their experiences—which is critical to improvingpolicy and practice regarding parenting students—is sparse.In 2019, the Hope Center for College, Community, and Justice began using our tools tofill that gap. Specifically, we added new questions to our fifth annual #RealCollege survey,asking parenting students at 171 two-year institutions and 56 four-year institutions about theirexperiences with basic needs insecurity, childcare, depression and anxiety, and campus and socialsupports

Market Rhetoric versus Reality in Policy and Practice: The Workforce Investment Act and Access to Community College Education and Training (2003)

This article examines the impact of the Workforce
Investment Act (WIA) of 1998 on access to community
college education and training. The market-oriented,
customer-focused rhetoric of WIA is compared to the
realities of WIA implementation in three states: Rhode
Island, Illinois, and Florida. The authors first discuss the
emergence of WIA in the context of recent marketdriven
pressures on community colleges. Next, they provide
an overview of the relevant components of WIA.
Finally, they examine how the implementation and practice
of WIA affects the ability of low-income populations
to obtain postsecondary education. They find that WIA’s
rhetoric, intended to promote educational quality and
increase customer choice, is not reflected in either formal
policy or implementation. Important policy elements
such as accountability measures and the focus on
multiple customers have undercut the rhetoric of free
choice. Thus, in practice, WIA has actually limited
access to education and training at community colleges.

Unmarried Parents in College (2010)

Noting that access to higher education has expanded dramatically in the past several decades, Sara Goldrick-Rab and Kia Sorensen focus on how unmarried parents fare once they enter college. Contrary to the expectation that access to college consistently promotes family stability and economic security, the authors argue that deficiencies in current policy lead college attendance to have adverse consequences for some families headed by unmarried parents.
Although rates of college attendance have increased substantially among unmarried parents, their college completion rates are low. One explanation is inadequate academic preparation. Another is financial constraints, which can force unmarried students to interrupt their studies or increase their work hours, both of which compromise the quality of their educational experiences and the outcomes for their children.
The authors point out that although many public programs offer support to unmarried parents attending college, the support is neither well coordinated nor easily accessed. Over the past three decades, loans have increasingly replaced grants as the most common form of federal and state financial aid. Confusion about what is available leads many low-income students to the two most “straightforward” sources of income—loans and work, both of which involve significant costs and can operate at cross-purposes with public forms of support. Too much work can lead to reductions in public benefits, and earnings do not always replace the lost income.
A growing body of experimental evidence shows that providing social, financial, and academic supports to vulnerable community college students can improve achievement and attainment. Contextualized learning programs, for example, have enabled participants not only to move on from basic skills to credit-bearing coursework, but also to complete credits, earn certificates, and make gains on basic skills tests. Another successful initiative provided low-performing students with special counseling services and a small stipend of $150 per semester when they used those services. And researchers are conducting experimental performance-based financial aid programs at community colleges to test their effectiveness. Goldrick-Rab and Sorensen conclude that more effective support could enable unmarried students to complete college degree and certificate programs.