Date of Award

Summer 8-4-2025

Access Restriction

Dissertation

Degree Name

Doctorate in Education

Department

Education

School or College

School of Education

First Advisor

William Perez

Second Advisor

Cynthia Alcantar

Third Advisor

Roberta Espinoza

Abstract

The California Community College system serves as the primary entry point for our marginalized student populations. According to Cruse et al. (2019), approximately 22% of nontraditional students in colleges and community colleges identify as student parents. Student parents are highly motivated to succeed in their academic journey. However, due to various factors including institutional barriers and the lack of support, it was found that only 37% of all parenting students complete a degree or certificate within six years, compared to 60% of non-parenting college students (Reed et al., 2021). Research has shown that institutional actions and support play a crucial role in student persistence and completion and thus contribute to student success outcomes (Carrasco-Nungaray, 2011; Cerven, 2013; Dowd et al., 2013; Edenfield & McBrayer, 2020; Harmon, 2013; Stanton-Salazar, 2011; Yates, 2024). The purpose of this study is to examine the practices and experiences of institutional agents who engage with parenting students at an urban, multiracial community college in California. Using the Loss/Momentum Framework (Rassen et al., 2013), this qualitative study utilized semi-structured interviews along with document analysis to examine institutional resources, support, and/or barriers along with the factors that influence the implementation of parenting student policies and practices that impact their enrollment/entry, progress, and program completion. The findings from the study highlight promising practices by institutional agents along with recommendations for leaders and policy makers that support local implementation efforts to improve parenting students’ educational momentum and outcomes. Keywords: momentum, student parents, parenting students, nontraditional, community college students, time poverty, single parents, student success, student completion, student retention, institutional characteristics, institutional agents

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