Poor Single-Mother College Students' Views on the Effect of Some Primary Sociological and Psychological Belief Factors on Their Academic Success

Faculty of Color in Higher Education: Exploring the Intersections of Identity, Impostorship, and Internalized Racism

“…The unquestioned notion that any senior faculty can mentor a junior person is dangerous as mentoring is a deeper, more intentional work. In fact, the concept and practice of mentoring has a solid foundation in the literature (Alire, 1997;Anderson & Shannon, 1986;Blackburn, Chapman, & Cameron, 1981;Blackwell, 1989;Desjardins, 1993;Donovan, 1990;Friedman, 1992;Merriam, 1983;Merriam, Thomas, & Zeph, 1987;Mullen, 2005;Roche, 1979;Schatzberg-Smith, 1988;Scott, 1992;Stone, Nelson, & Niemann, 1994). On the surface, a mentor is defined as a "seasoned and powerful professional in relation to the one being mentored" (Johnson & Huwe, 2003, p. 6).…”

Exploration of “Good Mother” Stereotypes in the College Environment

“…al study, the mothers reported that "students with children were generally viewed with suspicion by the academic institution and its employees…" (p.157). Nevertheless, it is very important to specifically investigate college students' perceptions of other students who are mothers given the importance of social integration/acceptance for retention and academic success (Tinto 1975;Van Stone et al 1994). Psychology majors were strongly represented in the sample used in this study.…”

“…In fact, Van Stone et al (1994) found that support of peers was the most important factor to the academic success of poor single-mother students tying with "university services" and ahead of "support of family" and "support of faculty." A body of research suggests that in addition to domain-based learning and skill acquisition, women judge their academic experience in relation to the quality of the relationships they build with others (Belensky et al 1986;Brown and Gilligan 1992).…”

“…Specifically, the support of peers has been found to be crucial for students who are mothers (Van Stone et al 1994). Thus the presence of a Good Mother stereotype among college students could be a serious determent to women who return to school after having children.…”

Using Schlossberg's transition theory to identify coping strategies of welfare recipients attending postsecondary institutions.

“…These barriers include the competing demands of family and school, TANF work requirements, the cost associated with attending school, and the lack of family and community support (Austin andMcDermott, 2003-2004;Brown and Barbosa, 2001;Golonka and Matus-Grossman, 2001;Stone, Nelson, and Nieman, 1994; The Education Resources Institute…”