This study examined determinants of anxiety and depression level among student–parents at a large, Hispanic‐serving higher education institution. Based on the Double ABC‐X stress theory, we included variables capturing resources and perceptions in predicting psychological distress of the 252 student–parent sample. In addition, we examined possible differences between Hispanic and non‐Hispanic student–parent respondents. While our descriptive results showed the ethnic differences in resources and perceived challenges, results from multivariate analyses did not demonstrate ethnic differences in the prediction of anxiety and depression levels. This implies that for student–parents enrolled at a four‐year institution, challenges are rather universal. Our findings can benefit higher education administration in developing effective mental health and support programs to student–parents.
College student parents are a unique population not always heard on college campuses. The current study reports the voice of student parents and their challenges in pursuing higher education, while raising children at a 4-year Hispanic Serving Institution. Seven hundred and eighty-six student parents participated, among whom 54% were Hispanic ( n = 387), in a survey that assessed childcare needs, barriers to the use of campus childcare, and university support. The study also found issues for student parents related to financial strains, parenting stressors, and lack of institutional support. Study implications and recommendations for practice are discussed.
Objective
Investigation of whether the characteristics (i.e., gender especially) of fatherhood program facilitators influence dynamics in group sessions and program outcomes.
Background
Within the past decade, policy initiatives have spurred an increase in fatherhood programs. As a result, empirically examining the factors that support effective programming is essential. Previous research highlights program facilitator characteristics as one of these factors but facilitator gender is one characteristic that needs more attention.
Methods
This study used data from six focus groups conducted with 40 fathers and one‐on‐one interviews with five fatherhood program group facilitators in a western U.S. urban community.
Results
Our findings revealed that fathers care deeply about learning how to be better fathers and that having female facilitators lead program sessions can promote qualitatively different skills in fathers relative to male facilitators. Results also lend support to program structures where male and female facilitators colead group sessions together.
Conclusions
The characteristics of the session facilitator can change both the dynamics of the conversations in the session and the nature of the skills that are produced among participating fathers.
Implications
Fatherhood program administrators may want to think critically not only about what content they want to deliver in their programs but also about the characteristics of the facilitator(s) delivering the content and how the latter can potentially influence program outcomes.
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