Single, head of household, low-income women pursuing a higher education degree or certificate: a narrative study

Stacy Renee McAfee

doi:10.17918/etd-6431

The stresses that arise from fulfilling the roles of caregiver, head of household, provider, and student create a complex labyrinth of responsibilities for single, head of household, low-income women with children. These women are often unsuccessful in achieving their educational goals and caring for their families simultaneously. Failure to complete a post-secondary degree or credential limits their economic mobility, reducing the likelihood that they can advance their socioeconomic status. This narrative study gives voice to single, head of household, low-income women offering an understanding of the nuanced challenges they face in pursuing a post-secondary education. Their stories may provide a compelling opportunity for rethinking ways in which educational design can address the needs of this type of learner. Nine single, head of household, low-income women who were attending school at various public, post-secondary institutions in Northern California in a degree or certificate program participated in a series of individual, semi-structured interviews. The data were coded and organized to the research questions. Analysis and interpretation of findings were presented in five categories aligned with the study's conceptual framework: (a) education as a means of caregiving, (b) composite cost of education, (c) influence of household circumstances, (d) mental and physical health issues, and (e) barriers and limits of support. A key finding of this research revealed that success in college is framed through the lens of caring for one's children. Also found was that academic success is contingent upon the overall health of a woman and her children, and the requirements and guidelines of aid programs complicated and, at times, inhibited progression, making degree completion less likely. Additionally, basic needs like food, housing, childcare, and transportation must be met before success in school can be obtained. Multiple factors influence completion rates and these vary across institution types. The recommendations put forth should be considered for their appropriateness on an institutional basis. Recommendations offered for leaders, educators, and policymakers include providing an identity for single mothers on campus and strengthening support by anticipating their unique needs. Because education is situated within their very complex lives, it is recommended that institutions establish success plans for these women that include life planning, time management, goal setting, financial planning, and budgeting. Other suggestions encompass improving communication of planned financial aid disbursements and expanding virtual access to financial aid services. Examining how multiple aid programs and support programs like CalWORKS and EOPS, often used in combination, might be streamlined to improve access and results is suggested. Other recommendations include expanding childcare benefits to include study time and special needs care, along with reducing childcare needs by aligning institutional calendars with public school calendars. Prioritizing on-campus employment for single mothers and their children and enhancing health and wellness services are also recommended. Finally, providing holistic advisement, counseling, and health services, and for prioritizing on-campus employment options for single mothers and their children are also proposed.

Single, head of household, low-income women pursuing a higher education degree or certificate: a narrative study

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Single, head of household, low-income women pursuing a higher education degree or certificate: a narrative study

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