Navigating Community College as a Student Parent: Experiences of Intersectionality

Autor/in	Shereika, Brittany L.
Titel	Navigating Community College as a Student Parent: Experiences of Intersectionality
Quelle	(2023), (160 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Frostburg State University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3794-8913-7
Schlagwörter	Hochschulschrift; Dissertation; Community College Students; Parents; Student Experience; Stress Variables; Parent Role; Student Role; Time; Anxiety; Motivation; Maryland + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Community college; Community colleges; College students; Community College; Collegestudent; Eltern; Studienerfahrung; Parental role; Elternrolle; Zeit; Angst; psychologische; Motivation (psychologisch)
Abstract	Primary research questions: What stories do student parents at Maryland Community College (MCC) tell about their intersecting identities? How do student parents speak about the institutional context of MCC in these stories? What are the implications of these stories in supporting student parents at MCC? Nearly 3.8 million student parents are enrolled in colleges nationwide however, due to the challenges associated with parenting while in school, many of these students are unable to persist towards completion (Cruse et al., 2019; Gault et al., 2014; Nelson et al., 2013). Though these challenges are well-documented (Brown & Amankwaa, 2007; Cox & Ebbers, 2010; Duquaine-Watson, 2007; Endicott College et al., 2017; Erk, 2013; Faul, 2012; Gibson, 2012; Kruvelis, 2017; Sullivan, 2018), this population is often obscured in education, unrecognized by the institutions that serve them (Booker & Rothman, 2019; Cruse et al., 2019; Faul, 2012; Gault et al., 2014; Gibson, 2012; Nelson et al., 2013; Purtell et al., 2020; Quinlan, 2018; Sullivan, 2018). Through the application of the Intersectional Model of Multiple Dimensions of Identity (I-MMDI), this qualitative narrative inquiry sought to elicit the lived experiences of student parents within a community college in Maryland, referred to in this dissertation as Maryland Community College (MCC). In doing so, this research simultaneously explored the role of institutional context in shaping student parents' experiences. Responses were analyzed through the I-MMDI framework and used to extend conversations regarding student parents' needs to inform equitable practice. Specifically, semi-structured interviews were conducted with 13 student parents. The students included in this study conveyed many shared experiences from which three major themes emerged as salient: 1) Time and Role Strain, 2) Parenthood as a Source of Guilt and Motivation, and 3) Understanding Student Parents. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01