No Time for College? An Investigation of Time Poverty and Parenthood

Abstract

Postsecondary outcomes are significantly worse for student parents even though they earn higher G.P.A.'s on average. This study used institutional records and survey data from a large urban U.S. university to explore whether time poverty explains this trend. The results of regression and KHB decomposition analysis reveal that students with preschool-aged children have a significantly lower quantity and quality of time for college than comparable peers with older or no children, and that time spent on childcare is the primary reason for this difference. Both quantity and quality of time for education had a significant direct effect on college persistence and credit accumulation, even when controlling for other factors. Thus, greater availability of convenient and affordable childcare (e.g. increased on-campus childcare, revised financial aid formulas that include more accurate estimates of childcare costs) would likely lead to better college outcomes for students with young children.

Student–Parents’ Mental Health: Factors Affecting Anxiety and Depression

“…The majority of these student–parents are women (Institute for Women’s Policy Research and Ascend at the Aspen Institute, 2019) and over two fifths of student–parents are single mothers (Cruse, Holtzman, Gault, Croom, & Polk, 2019). Although student–parents earn higher grades and have higher GPAs than their nonparent peers (Institute for Women’s Policy Research and Ascend at the Aspen Institute, 2019), over half of student–parents (52%) drop out within six years of enrolling in school (Wladis, Hachey, & Conway, 2018).…”

“…Undoubtedly, these multiple roles create a strain on a student–parent and can place them at greater risk of dropping out of school compared to the traditional college student. It was found that student–parents with preschool children demonstrated that the demands of balancing their time between their studies, work, and caring for their dependent child had resulted in not only a delay in degree completion but dropping out completely from their studies (Wladis et al, 2018).…”

“…This is due to the reality that both roles require attention and time; student–parents are limited in their time as a resource. Thus, student–parents report time management issues (Roy et al, 2018) or what Estes (2011) and Wladis et al (2018) refer to as “time poverty” issues. Time management issues arise as student–parents attempt to balance their time between caring for their dependent child, school demands, employment, and housework responsibilities (Tehan, 2007).…”

“…Therefore, we incorporated these factors in the current analyses. Although the literature on student–parent financial well‐being was limited or not available, we believe that student–parents have a greater focus on nonacademic tasks and responsibilities compared to their nonparental peers such as paid work and childcare (Wladis et al, 2018).…”

Responding to the pressing yet unrecognized needs of student-parents amid the COVID-19 pandemic

“…The financial insecurity, difficulty in meeting basic needs of life, and substantial caregiving demands negatively impact student-parents' chances for degree completion and significantly strain their physical and mental health. 9,10 Clearly, this parent-population in higher education overlaps with other vulnerable populations that most institutions focus on-minority, low-income, and first-generation students. 11 The vulnerabilities of the student-parent population, however, may well exceed those of other populations because of the additional challenges of family care duties.…”