Undergraduate Single Mothers’ Experiences in Postsecondary Education

Abstract

Using Astin's (1993) College Impact Model, this chapter explores the current literature as it relates to single mothers in undergraduate postsecondary education. The chapter looks at the ways that undergraduates who are single mothers are counter to the “ideal‐student” norms. Policy and best‐practice recommendations conclude the chapter.

Support structures : perspectives of single mother graduates who received public assistance while pursuing their degree

“…These factors affect college success for these underrepresented populations (Quaye & Harper, 2014;Museus, 2014;Schumacher, 2013;Tovar, 2015). Some of the most prevalent challenges faced by these student groups entering college include insufficient academic preparation, understanding the complexities of institutional systems and requirements, and managing competing work and family demands (Adams & Heller, 2015;Beeler, 2016;Bettinger et al, 2013;Mahaffey et al, 2015;Schumacher, 2013). This is particularly the case for single mother college students receiving Temporary Assistance for Needy Families (TANF) public assistance benefits and who compose a significant segment of the college student population receiving public assistance in the United States (Austin & McDermott, 2003;Cerven, 2013;Schumacher, 2013).…”

“…This is particularly the case for single mother college students receiving Temporary Assistance for Needy Families (TANF) public assistance benefits and who compose a significant segment of the college student population receiving public assistance in the United States (Austin & McDermott, 2003;Cerven, 2013;Schumacher, 2013). Research shows that single mother college students receiving public assistance face more barriers to college persistence than their counterparts who are not receiving benefits (Austin & McDermott, 2003;Beeler, 2016;Cerven, 2013). An additional barrier to the college persistence efforts of TANF-recipient single mothers is partly attributed to changes within federal legislation that promote a work-first approach, which diminishes degree attainment prospects (Dave, Corman, & Reichman, 2012).…”

“…These colleges developed programming strategies for students to remain engaged, such as academic, professional, and career workshops during college inter-sessions and seasonal recesses to satisfy the 35-hour weekly requirements (Hall, 2016). For recipients of TANF enrolled in associate programs who had exceed their 12month lifetime educational/training allowance, only 15 hours of classes could be applied toward participation and 20 hours of additional core work activities, such as Federal Work Study, paid and unpaid internships, and direct employment (Beeler, 2016). Thus, for single mother college students pursuing four-year degrees while managing multiple roles and responsibilities, the imposed 35-hour workweek presented challenges to completing their degrees, given that fouryear programs were not recognized as approved educational training toward meeting TANF participation requirements (Hall, 2016).…”

“…Besides fulfilling the responsibilities of single parenting, identifying and securing appropriate supports, facing financial difficulties, and balancing family and college demands (Beeler, 2016;Mahaffey et al, 2015), these women engaged in the TANF-imposed 35 hours of weekly activities to remain eligible for government subsidies, while enrolled in full-time college studies (Cerven, 2013). As a result of situations such as these, single mother college students receiving public assistance often find themselves unable to succeed in college due to insufficient college support systems that help them manage the array of responsibilities they face while pursuing their degrees (Beeler, 2016;Cerven, 2013).…”

“…Research provides strong evidence that single mother TANF-recipient college students benefit from comprehensive institutional support programs while pursuing postsecondary education (Austin & McDermott, 2003;Beeler, 2016;Cerven, 2013;Duqaine-Watson, 2007;Schumacher, 2015;Van Stone, Nelson, & Niemann, 1994). Supports for single mothers receiving public assistance and pursuing four-year degrees might include flexibility with course assignments, greater accessibility to faculty interactions, assistance with institutional academic and financial aid policy compliance (Beeler, 2016;Mahaffey et al, 2015), and effective matching to internship possibilities (Schumacher, 2013). For instance, single mothers have been found to compose the lowest student population to complete the Free Application for Federal Student Aid (FAFSA), which significantly reduces their changes of college completion (Huelsman & Engle, 2013).…”