Date of Conferral

2022

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Jamie Patterson

Abstract

The problem this study addressed is that undergraduate, female, single parent students are less likely than other groups of women to complete college. The purpose of this basic qualitative study was to explore perceived challenges of persistence to degree completion of undergraduate, female, single parent students in a Southern state, at a suburban community college. The research question used in this basic qualitative study determined what perceived challenges undergraduate female single parents in higher education face during their first year as a student in a community college regarding persistence to degree completion. Using Tinto’s theory of student integration as a conceptual framework, 10 semistructured interviews were conducted with participants from the study site who met the criteria of being female, single parent students, and completing their first year of higher education with a C or better average. Two rounds of open coding were used to identify codes and themes. The data were synthesized into three major themes: academic integration, financial commitment, and goal commitment. This study found that to be successful, single parent female students depended on academic integration, in the form of teacher and school support, financial commitment to pay for college and life expenses and goal commitment providing a motivation to continue even when confronted with challenges. Recommendations include accessing other single parent female students, and childcare, expanding financial support, and cultivating outside support systems. Positive social change can result if institutions of higher education support students and guide them through the challenges associated with the first year of college.

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