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Child Care Needs of Student-Parents

Tiffany W. Morrissey

Northern Illinois University

CAHE 770
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MEMORANDUM
To: Dr. Ann E. Rondeau, President
From: Tiffany W. Morrissey, Adjunct Lecturer
Date: July 2016
Subject: Report and Recommendations

Child Care Needs of Student-Parents

THE ISSUE
Student populations are essentially segregated into two groups: traditional and

nontraditional. What is important to recognize is that traditional college students actually

embody many of the traits that educational institutions have deemed nontraditional, ultimately

resulting in the continued marginalization of students whose nontraditional designation is truly

traditional in todays society. Kim, Sax, Lee, and Hagedorn (2010) discuss the importance of

recognizing these students because it promotes an awareness of issues particularly relevant to

community colleges (p. 403). Inasmuch, parents represent a considerable portion of community

college students in the United States yet continue to be marginalized for their parental status.

This culture shift, as described by Barbara Gault of the Institute for Womens Policy Research

(IWPR), requires institutions to change perspective (White, 2014). Our current practices at
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College of DuPage may denigrate the integrity and worth of certain groups (Kuh and Whitt,

1988, p. vi). No longer a rare or uncommon feature to possess as a college student, collegiate

institutions, including ours, must recognize and support student-parents, to be referred to as

moving forward, as legitimate and worthy clientele. Though student-parents require services that

most college students also seek out, one service need sets them apart, and that is child care.

Nearly five million postsecondary students are simultaneously raising children, representing

about 25% of all undergraduate and half of first generation students, and of these student-parents,

30% are present in community colleges (IWPR, 2014). This thirty percent is what needs to be

seriously acknowledged, as it encompasses a population at risk, as they are more likely to drop or

stop out and are most unlikely to complete a certification or degree program or transfer to a four-

year college (Jill, 2014; Johnson et al., 2010; Mangan, 2013; Rose and Hill, 2013, p. 2). In fact,

approximately half of them hold six years worth of college enrollment with no degree

completion (IPWR, 2013). The outward expression for reasons of attrition is rooted in one of the

greatest concerns student-parents have: child care (Johnson et al., 2010).

THE LITERATURE

Demographics. Of the student-parents in community colleges, 16% are single parents, and of

those, well over half are women (IWPR, 2014; Thomason, 2014). The majority of these single,

female parent-students are African American followed by American Indian and then Alaska

Native/Native Hawaiian (IWPR, 2014). Due to student statuses such as independent, of color,

woman, and student-parent, this marginalized group struggles more so financially compared to

non-parent peers and is more likely to have no monetary family contribution to put toward

college even though they are found to be working full time in addition to spending at least thirty
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hours a week child rearing and attending school part time, though full time enrollment is desired

(Gault, Reichlin, and Roman, 2014; Miller, 2010; Rose and Hill, 2013, p. 23). Stemming from an

already low-income status compared to non-parent peers, this group of students stands to remain

marginalized, though it is a priority for them to earn a certificate or degree to better the lives of

themselves and their children (Rose and Hill, 2013, p. 23). Interestingly enough, studies show

student-parents hold higher grade point averages than their childless peers so long as proper

support is provided (IPWR, 2013; Johnson, Bower, and Schwartz, 2010). It is necessary that we

address the needs of these students, as their success is ultimately our success.

A True Need. Often citing parental responsibility; burden of a family, job, and school trifecta;

and lack of finances as a reason for the discontinuation of academic studies, these students do, in

fact, want to succeed but are simply not provided with the support services they need to do so

(Conway, 2012; Hallman, 2013; Hill, 2014; Johnson et al., 2010). Notably, Mason (2014) reveals

that the dominant reason for mothers leaving academia is due to deficient and pricey child care.

Studies since the early 1990s indicate child care as a deciding factor in choosing a community

college, that a lack thereof would be why one could not continue studies, and that child care was

the most requested service (Johnson et al., 2010; Miller, 2010). Another indication of need is that

community colleges, though few, that do offer child care usually have waiting lists that can never

realistically be fulfilled (Hallman, 2013; IWPR, 2014; Miller, 2010; Rose and Hill, 2013, p. 2),

including our own. These conditions indicate a need for child care support services in community

colleges to ensure the success of students who are simultaneously raising children.

Funding. The U.S. Department of Education enacted a federal program in 1998 named Child

Care Access Means Parents in Schools (CCAMPIS), funding child care centers in colleges across

the nation. Though still in motion in some states, according to E. Cetera (personal
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communication, July 13, 2016), CCAMPIS hasnt accepted new applications since FY2013.

The funds available to existing applicants have dramatically slipped since its 2001 peak of $25

million to about $15 million in 2015 (U.S. Department of Education, 2016), leaving student-

parents, who already face more barriers than their non-parent peers, more marginalized than ever.

Because four-year public universities see the bulk of the funds, nearly double, community

college students are deemed less in need, though more student-parents are found in these

institutions (Hallman, 2013, p. 80; Miller, 2010; Rose and Hill, 2013). Additionally, under half of

all community colleges offer child care services, falling from 53% in 2004, while four-year

public universities boast over 50% child care implementation practices (Carlson, 2015; Ciciora,

2010; Hallman, 2013; Rose and Hill, 2013, p. 27; Thomason; 2014; Weiner, 2014). A 2011 report

by Goldrick-Rab and Sorenson indicates existing child care initiatives only serve ten percent of

the need (p. 5). As the federal government continues to make funding cuts in education, the dire

straits of educational attainment is greatly felt by student-parents. They are left with the decision

of postponing their academic goals, oftentimes indefinitely, or going into high debt to pay for

child care. The lack of affordable, quality child care is a main reason educational attainment

cannot be met by student-parents who cannot afford an off-campus or private child care service,

as those costs are often higher than the cost of their own college tuition (Carlson 2015; Ciciora,

2010; Hill, 2014; Mangan, 2013; Rose and Hill, 2013; Weiner, 2014). Those who do choose to

persist take out loans to subsidize the costs of child care in order for them to finish their own

schooling, resulting in more debt than their childless or university counterparts experience

(Gault, Reichlin, and Roman, 2014; White, 2014). Alternatively, single mothers are choosing

costlier for-profit schools rather than community colleges because these institutions offer the

flexibility, unified services, and acceleration parents desire when attaining postsecondary
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credentials (Arcand, 2015). In recognition of this critical issue, presidential nominee Hillary

Clinton has proposed an increase to $250 million in federal funding for on-campus child care

programs as well as $1,500 scholarships for undergraduate student-parents (Mytelka, 2015). As

higher education takes place in political rhetoric, it is an opportunity for us to look inside our

own doors and see what is at stake.

COLLEGE OF DUPAGES CHILD CARE HISTORY

The Louise M. Beem Early Childhood Education Center (ECEC) at COD is a licensed,

tuition-funded institution intended to serve as a child care, preschool, and kindergarten facility as

well as a field experience site for the Colleges students pursuing certification or a degree in

Early Childhood Education. E. Cetera, manager of the ECEC, indicated the Center is open to all

children, including those of COD students and employees, and that employees receive priority

enrollment and constitute for twenty percent of enrollment (personal communication, July 12,

2016). The ECEC costs range from $150-299 per month for part time preschool to $1,320-

$1,428 per month for full time preschool or kindergarten. With no discounts available, however,

this is a hefty price for student-parents, one that totals close to college tuition itself. That,

combined with the Centers scheduling requirements, leaves the flexibility student-parents need

unavailable.

Via email communication with E. Cetera (July 12-13, 2016), much was learned regarding

CODs previous experiences with student-parent child care initiatives. There once was a child

care co-op out of the Student Services department that was initially run by and for students and

later with paid staff members, but enrollment was spotty and eventually declined so the program

was discontinued around 2009. Also according to Cetera, there was a grant that provided funding
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for flexible child care for students, with a minimal cost, but again there was not enough

participation for it to continue. When asked why the lack of student-parent participation, it was

discovered that licensing regulations such as proof of medical immunizations can be a barrier to

student-parents, as registration documents must be submitted by certain dates in order for

children to participate in the ECEC programs. Student-parents struggle to acquire the needed

documentation of their dependents in a timely manner and thus miss out on child care

registration. Additionally, it seems as though student-parents look at on-campus child care as a

convenient babysitter, oftentimes hoping for last-minute or drop-in care. However, the Centers

mission and purpose is to provide high quality, curriculum-driven early childhood programs

which run on set schedules and follow licensing regulations. There is a disconnect between what

student-parents want in college child care programs and what College of DuPage is able to

provide.

IMPACTS

Not providing student-parents with the type of child care they need impacts CODs entire

community. First of all, it is a dismissal of the needs of an entire student faction. Secondly, it

comes with the consequence of increased attrition rates and potential students seeking

educational attainment elsewhere, at an institution that can provide what is sought after.

Oversight or ignorance of student-parent needs can taint the colleges public image, ultimately

affecting all facets of the institution. Cohen, Brawer, and Kisker (2014) speak of the rhetoric

surrounding community colleges and how such institutions are to be accommodating student and

community needs (p. 111). One of our mission philosophies (see Appendix) aligns with this
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sentiment, but the lack of child care for student-parents shows our actions are at times

contradictory.

As large of an institution as we here at COD are, child care programs for student-parents

become more complex, as there are many stakeholders and constituents involved. Cohen et al.

(2014) describe the structure of larger community colleges as requiring more intricacies in

decision-making, as several departments and people become involved, which for this case

includes student services, which is supposed to be a direct support of student development by

offering a plethora of services including child care (117, 209). The lack of direct child care

initiatives for student-parents on our campus affects the administration, organization,

governance, and management, as outcomes such as retention and graduation rates have been an

ongoing concern for the institution. In fact, the current Action Projects (see Appendix B) QIP15

and QIP17 describe the desire for increased retention, persistence, and graduation rates. With the

knowledge that lack of child care results in poor retention and increased stop or drop out rates for

student-parents, it would be logical to align the possible ways to accommodate and support this

need within the process of meeting our Action Projects goals. The following chart outlines four

recommendations for remedying or lessening the child care issues our student-parents face.

RECOMMENDATIONS
Option Cost/Resources Needed
1. Implement
discounted/free on-
campus child care
services for student-
parent use as a separate
entity from the current
ECEC.
2. Integrate
free/discounted care for
student-parents
children into the existing
ECEC.
3. Establish strong
relationships with
quality community child
care centers for referral
purposes
4. Establish student-parent
cohorts
9
Pros
funding integrate w/ Colleges
qualified staff degree program
space curriculum
day/night hours increased college
licensing retention, full-time
enrollment, and
graduation rate
generational benefits
(parent and child thrive)
funding established sense of
ECEC scheduling community and support
flexibility (offer night continued curricular
hours) integration within
college degree programs
increased college
retention, full-time
enrollment, and
graduation rate
generational benefits
(parent and child thrive)
time established sense of
staff community and support
increased college
retention, full-time
enrollment, and
graduation rate
generational benefits
(parent and child thrive)
marketing minimal cost
meeting space established sense of
community and support
arrange/share child care
duties
possible increased
college retention, full-
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time enrollment, and

graduation rate

RECOMMENDED OPTION

The best option for College of DuPage is to integrate free or discounted care for student-

parents children into the existing ECEC. At this time, we have an already established, licensed,

high quality child care program available. As it stands now, it is tuition funded and thus self-

sustaining. What this will require, then, is funding for the student-parents. This can be taken care

of via fundraising efforts and continued submission of applications for federal and state funding

initiatives. Another option would be to integrate child care costs into tuition for student-parents,

thus increasing tuition. However, this could be offset by the financial aid these students receive.

The other main change that will need to take place is offering a more flexible schedule for

student-parents. This could require the student-parent child care program to be an extension of

the ECEC in that it is separate in its structure and schedule but still a part of ECEC. As an

extension, this portion of the ECEC would allow for drop-in, last-minute, and night care. The

addition of staff who can assist parent-students in registering and obtaining required

documentation for child care service would also be needed, specifically marketing the child care

initiative and making it part of the intake process for students enrolling in the Colleges courses.

Expanding the Colleges child care service to promote the children of and support student-

parents is met with a variety of benefits.

The most obvious benefit in offering on-campus child care is that it allows student-parents to

complete more classes, thus completing their studies and attaining a certificate or degree in a

shorter amount of time had no child care support been available. This, in turn, can reverse the

statistic of 40-50% not completing a program within six years (Abdul-Alim, 2014; IWPR, 2013).
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Essentially, a domino effect ensues. A parent-student graduates, is faced with higher paying

employment opportunities, which potentially removes them from low-income status, increases

their quality of life and economic independence, and simultaneously stimulates the economy

(Taniguchi and Kaufman, 2005). A 2013 American Association of University Women (AAUW)

report states it simply: Getting a college education is one of the most reliable paths out of

poverty for single and low-income mothers (p. 26).

Furthermore, the educational attainment of parents directly affects their children in

several ways. First, children have the opportunity to see their parents as educational role models,

witnessing the value of education from an early age. Second, parents who hold postsecondary

degrees are more involved in the educational endeavors of their children and ultimately see

postsecondary degree attainment for them as well (IWPR, 2013). Generally speaking, children of

parents who hold a college degree are more likely to also attain a degree compared to those

children whose parents did not reach postsecondary degree completion, indicating a long-term,

multigenerational benefit (IPWR, 2013). Additionally, families headed by college-educated

adults are more likely to be intact, stable, and economically secure than those headed by adults

who have not attended college (Goldrick-Rab and Sorenson, 2011). According to the Center for

Law and Social Policy (2015), access to high-quality child care and early education experiences

benefits all children; it fosters the development of foundational skills that prepare them for

success in school such as language and math skills and improved soft skills such as self-

control, sociability and cooperative play (Administration for Children and Families, 2016;

Ciciora, 2010).

Another benefit of a child care center on campus is the curricular integration of early

childhood education programs (Carlson, 2015; Weiner, 2014), which we already see in the
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ECEC. This allows students pursuing such a degree to use the child care center as a hands-on

service learning opportunity, gaining knowledge and experience in the field prior to graduation.

Essentially, an on-campus laboratory, if you will, becomes available for a variety of college

programs including education, psychology, and human development (Price, 2008). Additionally,

the Center can employ additional qualified students or community members, offering part time

job opportunities. Having an extension to the ECEC can also expand early childhood course

offerings to our college students, allowing courses and field work to be completed during the

evening whereas right now such programs are essentially offered during daytime hours only.

Finally, on-campus child care eases the stress and strain student-parents regularly feel

(White, 2014). Knowing their children are close by, these students can focus better in class,

remain on campus for supplemental tutoring or library services, and partake in activities once

thought unable to engage in (Hallman, 2013).

CONCLUSION

It is evident that on-campus child care brings forth a variety of positive results. Though

the expansion of our current ECEC will require strategic effort and time, it has been made clear

that a sizable student population is in need of such a service. It takes a village, the old saying

goes. College of DuPage is the village that when offering its support and services can assist in

the flourishment and success of its student-parent population, setting the foundation for

generational prosperity. Let us put COD on the map of community colleges that offer student-

parents and their children an opportunity to thrive. In doing so, we will see our Action Project

goals met and pave the way for future success here at COD.
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References

Abdul-Alim, J. (2014, November 20). Advocates want public benefits for low-income students

on table. Diverse Issues in Higher Education. Retrieved from http://diverseeducation.com

Arcand, C. (2015). How can community colleges better serve low-income single-mother

students? lessons from the for-profit sector. Community College Journal of Research and

Practice, 39(12), 1187-1191. doi: 10.1080/10668926.2014.985403

Carlson, S. (2015). Campus Child Care Is Disappearing. Chronicle of Higher

Education, 61(36), 1-4.

Center for Law and Social Policy. (2015). Child care assistance: a vital support for working

families. Washington, DC.

Ciciora, Phil. (2010, February 22). On-campus child care needed for increasing number of

student-parents. News Bureau | ILLINOIS. Retrieved from

https://news.illinois.edu/blog/view/6367/205711.

Cohen, A.M., Brawer, F.B., Kisker, C.B. (2014). The American Community College. San

Francisco, CA: Jossey-Bass.

Gault, B., Reichlin, L., & Roman, S. (2014). College affordability for low-income adults:

Improving returns on investment for families and society. Washington, DC: Institute for

Womens Policy Research.

Goldrick-Rab, S. and Sorensen, K. (2011). Unmarried parents in college: pathways to success.

[Supplemental material]. Focus. Institute for Research on Poverty.

Hallman, L. D. (2013, December). Increased funding for community colleges will help women
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succeed. University Business Magazine. Retrieved from

https://www.universitybusiness.com/article/increased-funding-community-colleges-will-

help-women-succeed

Hill, C. & St. Rose, A. (2013, May). Women in community college: access to success.

Washington, DC: American Association of American Women.

Institute for Womens Policy Research. (2013, March). College students with children are

common and face many challenges in completing higher education.

(Issue Brief No. C404). Washington, DC.

Johnson, L.G., Schwartz, R.A., Bower, B.L. (2010). Managing stress among adult women

students in community colleges. Community College Journal of Research and Practice,

24(4), 289-300. doi: 10.1080/106689200264079

Kim K., Sax, L.J., Lee, J.J., and Hagedorn, S. (2010). Redefining nontraditional students:

exploring the self-perception of community college students. Community College

Journal, 34(5), 402-422. doi:10.1080/10668920701382633

Kuh, G.D. and Whitt, E.J. (1988). The invisible tapestry: culture in American colleges and

universities. (ASHE-ERIC Report 1). Washington, DC: Association for the Study of

Higher Education.

Mangan, K. (2013). Child care and STEM fields are called barriers to women at 2-year colleges.

The Chronicle of Higher Education. Retrieved from http://chronicle.com/article/child-

carestem-fields-are/139167

Mason, M.A. (2014). How to level the playing field for women in science. The Chronicle of

Higher Education. Retrieved from http://chronicle.com/article/How-to-Level-the-

Playing-Field/145037/
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Miller, K. (2010). Child care support for student parents in community college is crucial for

success, but supply and funding are inadequate. Institute for Womens Policy Research,

No. C375.

Mytelka, A. (2015). Hillary Clinton Proposes Expanding Support for Campus-Based Child Care.

The Chronicle of Higher Education. Retrieved from

http://chronicle.com/blogs/ticker/jp/hillary-clinton-proposes-expanding-support-for-

campus-based-child-care

Price, J. (2008, April 2). Campus child-care centers give parents peace of mind. W News.

Madison, WI. Retrieved from http://news.wisc.edu/campus-child-care-centers-give-

parents-peace-of-mind

Taniguchi, H. and Kaufman, G. (2005). Degree completion among nontraditional college

students. Social Science Quarterly, 86(4), 912-927.

Thomason, A. (2014, December 1). Access to child care declines across higher education. The

Chronicle of Higher Education. Retrieved from http://chronicle.com/blogs/ticker/access-

to-child-care-declines-across-higher-education/90423

Weiner, J. (2014, May 19). Lack of on-campus child care shouldnt keep moms out of college.

The Washington Post. Retrieved from https://www.washingtonpost.com/blogs/she-the-

people/wp/2014/05/19/lack-of-on-campus-child-care-shouldnt-keep-moms-out-of-

college/

White, G. (2014, December 11). The quiet struggle of college students with kids. The

Atlantic. Retrieved from http://www.theatlantic.com/business/archive/2014/12/the-quiet-

struggle-of-college-students-with-kids/383636/
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Appendix A

Institutional Philosophy

College of DuPage will be a benefit to students and community. The needs of our students and

community are central to all we do.

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Appendix B

Active College of DuPage Action Projects

QIP 15: Improving Academic Performance

The Improving Academic Performance Action Project will focus on within term retention (10th

day to end-of-term) and success (obtaining a grade of A, B, or C) rates for students engaged in

online learning or developmental coursework.

GOAL STATEMENT: Within-term retention and success (obtaining a grade of A, B, or C) rates

for students taking online, developmental math, and developmental English courses will be in the

top quartile when compared to National Community College Benchmarking Project institutions.

This Action Project goal is consistent with COD's 2014-2016 Strategic Long Range Goal #2

which states: Demonstrate student success by implementing approaches resulting in top quartile

retention, persistence, and graduation rates.)

QIP 17: Designing a Blueprint For Student Success

This action project is focused on researching, designing, and implementing a COD Student

Success Model that will lead to higher levels of student (within term) retention, (fall-to-fall)

persistence and (degree and certificate) completion.

This Action Project will be completed over the course of COD's participation in the Higher

Learning Commission's Academy for Student Persistence and Completion (cohort 3).