Date of Award

Spring 2021

Degree Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

School

Interdisciplinary Studies and Professional Development

Committee Chair

Dr. Heather M. Annulis

Committee Chair School

Interdisciplinary Studies and Professional Development

Committee Member 2

Dr. H. Quincy Brown

Committee Member 2 School

Interdisciplinary Studies and Professional Development

Committee Member 3

Dr. John J. Kmiec

Committee Member 3 School

Interdisciplinary Studies and Professional Development

Committee Member 4

Dr. Dale L. Lunsford

Committee Member 4 School

Interdisciplinary Studies and Professional Development

Abstract

Investments in student support services that encompass single mother needs can influence postsecondary degree attainment and increase earning potential that can lead to benefits, including economic self-sufficiency and poverty alleviation (Alssid et al., 2002; Gault, Milli, & Cruse, 2018; Gault, Noll, & Reichilin, 2017; Graham & Bassett, 2011; Kruvelis, Cruse, & Gault, 2017). Despite the benefits of single mothers' college degree attainment, they are least likely to earn them (Gault et al., 2018). In the United States, 8% of single mother undergraduates earn a postsecondary degree within six years of enrollment compared to the 49% of women who are not mothers (Gault et al., 2018).

This phenomenological qualitative study explores the use of a two-generation approach in community college education for single mothers as a pathway to a degree or certificate attainment. The researcher explores four research objectives: (a) demographics of single mother students, (b) barriers, (c) enablers, and (d) the two-generation approach. Human capital theory (Becker, 1964), social capital theory (Bourdieu, 1986), and self-efficacy theory (Bandura, 1977) serve as the foundation for this study.

The researcher used Interpretative Phenomenological Analysis to evaluate and interpret single mother students' lived experiences as participants of a two-generation program. The findings suggest two-generation approaches using a combination of resources assist single mother students in obtaining postsecondary degrees or certificates. Recommendations offer community colleges and policymakers ideas to aid in single mother students’ degree or certificate persistence.

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