Community College Student-Parents: Priorities for Persistence

Autor/in	Peterson, Sally
Titel	Community College Student-Parents: Priorities for Persistence
Quelle	In: Community College Journal of Research and Practice, 40 (2016) 5, S.370-384 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1066-8926
DOI	10.1080/10668926.2015.1065210
Schlagwörter	Community Colleges; Academic Persistence; Phenomenology; Nontraditional Students; Family School Relationship; Adult Students; Parents; Family Relationship; Parent Responsibility; Two Year College Students; Higher Education; Parent Child Relationship; Child Rearing; Academic Achievement; Employed Parents; Reentry Students; Full Time Students; Associate Degrees; Part Time Employment; Time Management; Colorado; Montana; Wyoming + Suchen Sie Ihr Suchwort? Community college; Community College; Phenomenological psychology; Phänomenologie; Psychologie; Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Eltern; Hochschulbildung; Hochschulsystem; Hochschulwesen; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Kindererziehung; Schulleistung; Zweiter Bildungsweg; Vollzeitstudium; Part-time employment; Teilzeitbeschäftigung; Zeitmanagement
Abstract	This study of community college student-parents used interpretive phenomenological analysis of interview data contributed by 15 participants from three Mountain West Community Colleges. The participants qualified by the following criteria: had delayed college entrance by 2 years or more, had a child not yet in kindergarten, were full-time students in an associate degree program, worked part-time, and had 15 credits or more toward their degree. This study revealed what it meant for student-parents to have success while they addressed the challenges of balancing work, home, child care, and academic responsibilities. The student-parents described experiences that required prioritizing responsibilities, managing time effectively, securing needed support services, addressing stress, developing strategies for study and parenting, and maintaining a positive mindset. The findings include quotations that describe the challenges of each student-parent; whether individually unique, conflicting, or shared by the subset of this nontraditional student group. The student-parents shared a common sense of resolve to use prioritizing strategies as they made decisions affecting their degree completion. Student-parents had the common goal to obtain a better life for themselves and their children. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01