SINGLE-FATHER STUDENTS IN POSTSECONDARY EDUCATION:
CHALLENGES, MOTIVATIONS, AND ATTRIBUTES TO SUCCESS
A Thesis
Presented to the faculty of Graduate and Professional Studies in Education
California State University, Sacramento
Submitted in partial satisfaction of
the requirements for the degree of
MASTER OF ARTS
in
Education
(Higher Education Leadership)
by
Heather Elizabeth Mendez
SPRING
2014
© 2014
Heather Elizabeth Mendez
ALL RIGHTS RESERVED
ii
SINGLE-FATHER STUDENTS IN POSTSECONDARY EDUCATION: CHALLENGES,
MOTIVATIONS, AND ATTRIBUTES TO SUCCESS
A Thesis
by
Heather Elizabeth Mendez
Approved by:
__________________________________, Committee Chair
Francisco Reveles, Ed.D.
__________________________________, Second Reader
Timoteo Rico, Ed.D.
Date
iii
Student: Heather Elizabeth Mendez
I certify that this student has met the requirements for format contained in the University
format manual, and that this thesis is suitable for shelving in the Library and credit is to
be awarded for the thesis.
, Graduate Coordinator
Geni Cowan, Ph.D.
Date
Graduate and Professional Studies in Education
iv
Abstract
of
SINGLE-FATHER STUDENTS IN POSTSECONDARY EDUCATION: CHALLENGES,
MOTIVATIONS, AND ATTRIBUTES TO SUCCESS
by
Heather Elizabeth Mendez
Brief Literature Review
The researcher reviewed existing research and literature on single parents and
single fathers, followed by Kolb’s (1981) theory of experiential learning, Schlossberg’s
(1981, 1984) transitional theory, and Maslow’s (1943, 1987) motivation theory. Single
fathers pursue self-actualization from their attainment of a higher degree. Attaining a
higher degree affords them a sense of accomplishment both as a student and as a parent in
setting a good example for their children. Their transition into higher education triggers a
change in their personal circumstances, from which new parental challenges emerge.
Statement of the Problem
The purpose of this study was to obtain firsthand information about single-father
students enrolled in postsecondary programs. The researcher sought to identify their
challenges, motivations, and any resources that may attribute to their success
academically and personally. It was the goal to better understand their personal
circumstances to identify their needs as students.
v
Methodology
For this qualitative ethnographic study, in-depth, in-person interviews were
conducted with each subject in an environment friendly to their everyday life. Minimal
demographic information was collected to adhere to anonymity. Most questions were
open-ended and designed with the intention of inviting each subject to give responses
beyond the scope of the question.
Conclusions and Recommendations
The research presented in this study identified challenges such as securing
adequate daycare, time management, managing multiple responsibilities, financial
stability and employment, and skills and education. Identified motivations were career
change, career advancement, higher earning potential, and setting a good example for
their children. Resources included daycare, financial endowments, changes in living
circumstances, and the support of family or significant others. The information from this
study should contribute to the limited existing research about single-father students and
identify the needs of single-father students. It is the researcher’s hope that the
identification of their needs will lead to more flexible financial resources and academic
planning.
, Committee Chair
Francisco Reveles, Ed.D.
Date
vi
DEDICATION
This thesis is dedicated to my family. To my parents, for instilling the value of
education at a young age and for always loving me and supporting me no matter what.
To my brothers, Tony, Patrick, and Ken: for always pushing me to be the best version of
myself. To my partner in crime and father of my child, Steve: for your unconditional
love, support, and patience.
To my closest friends, Lily, Ashley, and Rochelle: for believing in me. Most
notably Lily: for your support, enthusiasm, and encouragement from the very beginning
all the way to the very end.
Most importantly, this work is for my son, Henry. I finished this degree to lead
by example, to demonstrate the value and importance of obtaining a higher degree. Life
will always throw you curveballs; it’s what you do with them that counts. I am proud to
be the first in my immediate family to be awarded a master’s degree.
vii
ACKNOWLEDGMENTS
First, I would like to thank my fellow students Brenda Fudge, Sally Brewer, and
Maria Zaidi for being my support and inspiration through the process of my thesis. Each
of you took the time to share your knowledge and experiences which pushed me to reach
the finish line. Your kindness will not be forgotten.
A thank you to Dr. Cowan for inviting us all into this cohort; we certainly were a
beautiful bunch of misfits. I enjoyed every moment of this program with each and every
one of them. A nod to Brenda, our cheerleader; and to Rory, our fabulous baker, for
always feeding us with her delectable treats.
Finally, I would like to thank Dr. Francisco Reveles, Dr. Timo Rico, and Dr. Geni
Cowan for your time, patience, support, and guidance. Without the additional time you
all spent challenging me, I would not have finished this program.
viii
TABLE OF CONTENTS
Page
Dedication ........................................................................................................................ vii
Acknowledgments........................................................................................................... viii
List of Tables .................................................................................................................... xi
List of Figures .................................................................................................................. xii
Chapter
1. INTRODUCTION ........................................................................................................ 1
Overview .............................................................................................................. 1
Statement of the Problem ..................................................................................... 2
Definition of Terms.............................................................................................. 4
Significance of the Study ..................................................................................... 4
Organization of the Remainder of the Thesis ...................................................... 5
2. REVIEW OF RELATED LITERATURE .................................................................... 6
Introduction .......................................................................................................... 6
Background .......................................................................................................... 6
Challenges Faced and Attributes to Success ...................................................... 12
Motivations for Persistence................................................................................ 17
Kolb’s Theory of Experiential Learning ............................................................ 18
Transition Theory............................................................................................... 21
Motivation Theory ............................................................................................. 24
Rationale for the Study ...................................................................................... 28
3. METHODOLOGY ..................................................................................................... 30
Introduction ........................................................................................................ 30
Research Design................................................................................................. 30
Limitations of the Study..................................................................................... 35
ix
4. DATA ANALYSIS AND FINDINGS ....................................................................... 37
Introduction ........................................................................................................ 37
Presentation of Data ........................................................................................... 38
Findings.............................................................................................................. 38
Interpretation of the Findings............................................................................. 43
Conclusion ......................................................................................................... 56
5. SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS.............................. 57
Summary ............................................................................................................ 57
Conclusions ........................................................................................................ 58
Recommendations for Further Study ................................................................. 60
Appendix A. Interview Questionnaire ........................................................................ 64
Appendix B. Consent to Participate in Research ........................................................ 66
References ................................................................................................................... 68
x
LIST OF TABLES
Tables
Page
1.
Demographic Data ................................................................................................ 38
2.
Education .............................................................................................................. 39
3.
Employment .......................................................................................................... 40
4.
Children................................................................................................................. 41
5.
Supports ................................................................................................................ 43
6.
Additional Information about Being a Single-father Student ............................... 52
xi
LIST OF FIGURES
Figures
1.
Page
Kolb’s four phases of learning .............................................................................. 20
xii
1
Chapter 1
INTRODUCTION
Overview
The majority of existing research and related literature on single parents focuses
on single mothers (Katz, 1979). Common themes found in the literature include the
resources single parents need: employment, financial stability, skills and education, and
support from outside sources such as familial or governmental assistance. Very little
literature or research exists on single fathers and their endeavor into higher education.
Single fathers face different challenges than the traditional student. Traditional students
matriculate into college immediately after high school, while single-father students rarely
matriculate directly after high school. In addition to the basic needs of a student, single
fathers have additional special needs such as childcare, more challenging time
management, and financial burdens.
Kolb (1981) contended that learning is a process where knowledge is a product of
experience. Single-father students have different experiences than that of the traditional
student. They rarely matriculate directly after high school; paternal and financial
responsibilities typically bring them into the work place first. When they return to
academics, they bring with them a breadth of knowledge from life experience. In
correlation with Kolb’s theory, single fathers use their life experiences to create new
experiences. Their experience enables them to learn on a different level.
2
Returning to college involves a change in circumstances. According to
Schlossberg (1989), change engages a transition; unanticipated change is one of the three
components of transition. Entering fatherhood unexpectedly is an unanticipated change
leading to a transition. According to Schlossberg, transition leads to growth and adult
development.
Maslow (1943) contended that human needs are organized in a hierarchy. From
low to high, needs range from things necessary for survival to the need for safety, love,
self-esteem, and self-actualization. One need is driven by the previous need; when one
level of need is met the next level arises. When an individual’s basic needs are met, he
seeks safety and love. When these needs are met, an individual seeks self-esteem.
Returning to school or, in relation to this study, obtaining a higher degree is part of selfactualization. Some motivations for pursuing a higher degree as a single father include
setting a good example for their children and a potential salary increase or career
advancement, all of which achieve the self-esteem which is part of self-actualization.
Statement of the Problem
The purpose of this study was to learn more about the circumstances surrounding
students who are single fathers. It was the researcher’s goal to learn about their
challenges, motivations, and the resources that may attribute to their success while in
pursuit of a higher degree. By better understanding single-father students, the researcher
sought to identify their needs as students. The researcher hoped identification of their
3
needs would lead to more flexible resources and proactive academic planning for singlefather students.
This study had two purposes: (a) to contribute to the limited qualitative research
on single-father students in postsecondary education and (b) to identify the needs of
single-father students by learning about their personal circumstances, challenges,
motivations, and supports attributing to their success. For the purpose of this study,
success was defined as the attainment of a degree beyond a high school diploma or
General Education Development (GED).
The objective of this study was to understand the circumstances surrounding
single fathers that impact their ability to obtain a higher degree. The study also examined
any adversity or challenges they faced, or supports that allowed them to be successful in
their personal and academic endeavors. This study addressed the following research
questions:
1. What challenges do single-father students face while enrolled in a postsecondary
program?
2. What resources are available to single-father students to aid them in obtaining a
higher degree?
3. What are the motivations of single-father students to persist to the attainment of a
higher degree?
4
Definition of Terms
The following terms and definitions apply to this study:
Postsecondary Education
Education obtained above and beyond high school
Single-father Student
A student enrolled part time to full time in a postsecondary institution who is a
separated, divorced, widowed, or an unmarried father. Must have one or more
dependents, and is the primary or part-time caregiver with or without the aid of
family or a significant other
Traditional Student
A student enrolled in college directly after high school
Significance of the Study
A lot of research has examined the adversity and needs of single-mother students,
but not much research has been conducted examining the challenges and motivations of
single-father students. As more single-father students continue to matriculate, it is
imperative for administrators and faculty to recognize their special needs. Most single
fathers bring a multitude of life and work experiences with them into education and the
school system, which previous generations did not; they also have different needs and
face different challenges. Each of their circumstances is unique, but most are in need of
more flexible resources offered by educational institutions. Some of the challenges these
5
students face are time, money, and parental resources such as evening daycare and
financial aid appropriate for their unique circumstances.
Organization of the Remainder of the Thesis
This thesis is organized into five chapters. First, Chapter 1 provides an overview
for the study to highlight the subject matter, the statement of the problem, the definition
of the terms used, the significance of the study, and finally a description of the
organization of the thesis. Chapter 2 presents a review of related literature and standing
research on the topic with three subtopics: (a) the challenges faced by single-father
students and the resources and supports attributing to their personal and academic
success, (b) the motivations of single-father students to complete their degree, and (c) the
theories framing this research. Chapter 2 concludes with a rationale for the study based
on the findings from the literature and research reviewed.
Chapter 3 follows with an explanation of the research methodology used, the
setting of the study, the population sample, the data collection process, instrumentation,
data analysis procedures, and the limitations of the study. Chapter 4 presents the data
collected from the interviews, the findings, and the interpretation of the data by the
researcher. Chapter 5 provides a summary of the research and offers conclusions and
recommendations for further study.
6
Chapter 2
REVIEW OF RELATED LITERATURE
Introduction
The intention of this chapter is to provide a review of existing research and
literature on single-father students. Minimal research and literature exists specifically
about single fathers and even less exists about single-father students. The researcher
provides an overview of single parents – their backgrounds, challenges, and supports –
and the theories providing a framework for this research. The purpose of this study was
to better understand the personal circumstances surrounding single-father students – what
their experiences are, the challenges they face, and the supports and resources made
available to them. The researcher hopes this improved understanding will lead to more
flexible resources and proactive academic planning to meet the identified needs of singlefather students. In addition to research on single-father students, the researcher reviewed
Kolb’s (1981, 1984) theory of experiential learning, Maslow’s (1971, 1987) adult
learning theory, and Schlossberg’s (1989, 1996) transition theory.
Background
In 1890, there were 55.6 divorces for every 1,000 marriages. By 1965, that
number had risen to 258 divorces, and the rate rose to 326 divorces per 1,000 marriages
in 1976 (Katz, 1979). Rising divorce rates through the decades are changing the
7
traditional concept of the nuclear family (Hanson, Heims, Julian, & Sussman, 1986).
Skolnick and Skolnick (1971) defined the nuclear family as a man, a woman, and their
children. In the year 2000, 27% of children under the age of 18 lived with a single
parent, only 5% of them with single custodial fathers (Gerson, 2002). According to
Richards and Schmiege (1993), children born in the 1980s have a 50% chance of living
with a single parent by the time they turn 18. Single parenthood is not a new
phenomenon, yet the prevalence today is far greater than in the past (Katz, 1979; Orthner,
Brown, & Ferguson, 1976; Turner & Smith, 1983). As indicated by Norton and Glick
(1979), half of all children born today will spend a significant portion of their lives in a
single-parent home. In 2010, 15% of all single parents were men (U.S. Census Bureau,
2011). As a result of not having a mother present in the household, nearly a half-million
families in the United States have a father as the primary parent. Fathers seem to be the
minority of single parents, but this could be changing (Orthner et al., 1976).
A majority of single-parent households are headed by women; therefore, only a
small amount of research is focused on single fathers. The small body of research
available focuses on the reasons why fathers are awarded custody (Greif, 1995). Little is
known about whether single fathers have the same strengths or face the same challenges
reported by single mothers: financial instability, role and responsibility overload, and
having a mature social life. The role of the single father has not yet been imbedded in
American culture, causing single fathers to perform their role without clarity (Mendes,
1976). An issue raised by single fathers is the feeling of societal perceptions of them
8
differing from those of single mothers; they feel they are viewed as less involved or less
committed parents (Richards & Schmiege, 1993).
A person enters single parenthood in one of four ways: through unplanned
pregnancy, divorce, death of a spouse, or by choice (Kinnear, 1999; Orthner et al., 1976).
When unplanned pregnancy is mentioned, it is generally assumed to refer to a teenage
girl, though it can happen to any woman of childbearing age. The no-fault divorce laws
passed in 1970 are believed to play a role in the rising divorce rate in the United States
(Kinnear, 1999). Prior to the 20th century, the original single fathers were widowers,
resulting from the high maternal mortality rate during childbirth (Katz, 1979; Kinnear,
1999; Mendes, 1976). Single parents may be the primary parent for several reasons:
financial independence, a decline in men’s earning power in relation to women’s, or that
social acceptance of having a child outside of marriage has increased over time (Kinnear,
1999). Katz (1979) stated the growth of single fathers is a result of divorce, separation,
and desertion. Another circumstance defining a single father is that of the unmarried
father.
A single father is defined as a man raising his minor children without the aid of a
co-parent (Mendes, 1976). Unmarried fathers are defined by Leashore (1979) as any
male not legally married to the woman with whom he conceived the child. Similar to the
lack of literature on single fathers, very little information is available on unmarried
fathers. Fatherhood is gaining more attention in the popular and professional literature
and is recognized by some as an important resolution to the perceived downturn of
9
familial stability (Orthner et al., 1976). Melli (1986) contended that fathers are assuming
a more active role in raising children; it has become more acceptable, even fashionable,
for fathers to do so.
The single-father role has not yet been institutionalized in American culture
(Mendes, 1976). Although there is an increase in attention toward fathers as the
traditional primary parent, the mother is in no danger of being removed from her role
(Poloma & Garland, 1971). According to Kinnear (1999), the reasons fathers gain
custody include the following: mutual agreement with the mother, the children choose to
live with the father, more financial stability and a stable home are offered, the mother
could not handle the children, the mother deserted her children, the father is the better
parent, or the wife is too ill to care for the children. Orthner et al. (1976) stated several
reasons fathers receive exclusive custody of their children – including death of his
spouse, court designated custody, and adoptions – and believed each of these reasons are
progressing and may result in the development of a different pattern of single fatherhood.
Although the number of single fathers is rising, the majority of single parents are
mothers, and the amount of single-father families among all single-parent families is
decreasing (Kinnear, 1999). As a result, there is little information in the literature about
single fathers and their lifestyle (Orthner et al., 1976). Most literature on single parents
focuses on single mothers (Katz, 1979). Greif (1987) stated that although the population
of single fathers is increasing, there is very little information about them. Almost a
decade later, Greif (1995) stated the opposing view: fathering has now come to the
10
forefront, and the literature on single custodial fathers—a population virtually unstudied
until the 1970s—is currently based on both large and small samples. The literature on
single fathers is growing, although single fathers still do not get much attention (Kinnear,
1999).
Many terms are used to describe a single parent or a single-parent household;
some are considered current while some are considered to lack representation. For
example, researchers have not distinguished the difference between the custodial and
residential status of the parents. Buehler (1988) defined residential parents as the parents
with whom the children live and custodial parents as those who have the legal decisionmaking responsibility regarding the children’s welfare, education, and health matters.
Determining the actual number of children living with single fathers is difficult. The
numbers are inaccurate because of informal, off-the-record custody arrangements
between the parents (Hanson et al., 1986). Hanson, Heims, Julian, and Sussman (1995)
coined the term primary parenting to describe a parent’s status. This term was defined as
the parent who has the main psychological and physical responsibility toward the
children. The primary parent is typically the mother, but this responsibility is progressing
to include new family arrangements such as fathers, grandparents, and foster or adoptive
parents also taking on the major responsibility of children in the primary nurturing role.
This definition was also used to challenge socioeconomic status and financial, structural,
gender, age, and generational limits. Another term used is single-parent family, defined
by Orthner et al. (1976) as one parent with dependent children in the same household,
11
with the resident parent being single for numerous reasons: widowhood; divorce;
separation; non-marriage; and, most recently, single-parent adoption.
In an attempt to contribute to information on single fathers, Orthner et al. (1976)
conducted interviews with 20 single fathers in the North Carolina area. Half of these
fathers had physical and residential custody of children between the ages of 18 months
and 5 years; the other half had school-age children between the ages of 6 and 17. The
age range of the fathers was 25 to 64 years old, with the average for the group being 37
years of age. The reasons for primary custody ranged from widowers, to divorce or
separation, to the father never marrying. For a man to gain custody of his children, it is
assumed that he needs to demonstrate a certain level of availability and resources. Sixty
percent of the subjects were in professional or managerial positions, 80% of the subjects
had some postsecondary education, 65% held college degrees, and 45% held advanced or
professional degrees. Though these fathers appeared to have the resources required to be
competent primary-care providers, the majority were awarded custody as a result of a
separation or divorce in which the former spouse was deemed unable to care for the
children or stated they did not want custody (Orthner et al., 1976).
Mothers are much more likely to have sole custody, while fathers are more likely
to have shared custody (Richards & Schmiege, 1993). Shared custody is the most
problematic area of single parenthood. Most custodial parents describe the non-custodial
parent as more of a burden than a resource (Melli, 1986). The former spouse is a much
12
greater problem for single fathers compared to single mothers. Research shows fewer
women pay child support than men when they are not the custodial parent (Greif, 1985).
Challenges Faced and Attributes to Success
Very little research is available on the challenges and attributes single-father
students may experience. The available research suggests single parenthood, in general,
comes with a multitude of challenges and adjustments. Some of these include time
management, balancing multiple responsibilities, securing adequate daycare, financial
stability, and employment (Turner & Smith, 1983). Raising children is challenging even
with two parents; single mothers and single fathers endure the same difficulties as a
married couple only with fewer resources (Paulin & Lee, 2002). Common themes found
in the research about the resources needed by single parents are adequate daycare,
employment, financial stability, skills and education, and assistance from outside sources
such as family or government assistance. The provider role is one in which the individual
is afforded little or no training and one which faces limitations. Areas of limitation
include employment, daycare, and income (Bould, 1977).
Finding a Balance
Time management is a huge issue faced by single fathers. They generally have to
balance work, school, and child rearing with sometimes little to no help from others
(Tehan, 2007). Schlossberg (1989) contended that adults in school face challenges such
13
as how to balance their academic activities with other parts of their lives and how to feel
supported and challenged during their academic endeavors.
Most men have been socialized to put their careers first, so many men find it
difficult to balance the demands of their career and raising their children (Kinnear, 1999).
Greif (1987) stated that the adjustment of child rearing, while working, is the most
difficult adjustment for newly single fathers. Due to conflicting childcare schedules,
single fathers can no longer work overtime hours to make needed extra money. Greif’s
(1987) study of single fathers also highlighted the difficulties many single fathers face
while childrearing, such as job mobility, schedule flexibility, arriving late to work, job
performance and advancement, and earning power. Some single fathers endure more
drastic changes. Greif’s (1987) study included 43 men who were fired from their jobs
and 66 men who quit their jobs to better prioritize their parenting responsibilities.
Adequate Daycare
Fathers face the double dilemma of needing to work to provide income for the
family and needing to find adequate childcare so they can work (House, 1976). Single
fathers face a lot of the same challenges as single mothers in finding adequate childcare
(Kinnear, 1999). One single mother pays 31% of her income to childcare for her fouryear-old daughter so she can work fulltime (Mulroy, 1995). By 1998, more than 50% of
all women 18 to 44 years old with children under a year old were working, up from 31%
in 1976; this ensures childcare will be an increasingly important issue for years to come
(Mulroy, 1995). Little to no data are available for working single fathers.
14
Financial Stability and Employment
Financial stability is one of the most stressful adjustments in single parenthood; it
is the most common and possibly the most profound adjustment (Kinnear, 1999; Turner
& Smith, 1983). Paulin and Lee (2002) stated that income is a significant factor when
assessing the ability of the parent to provide for their children, and there are sizeable
differences in income between single mothers and single fathers. Single parents typically
have no other adult to split financial responsibilities and make less than half the income
of married couples. According to Kinnear (1999), men are more capable of supporting
children financially than single mothers because they tend to have better job opportunities
with higher earning potential. In 1978, male-headed households earned 87% more than
female-headed households (U.S. Bureau of the Census, 1978).
Single fathers report almost twice as much income as single mothers; however,
the form of income reported by single fathers and single mothers differs. Single fathers’
primary sources of income derive from employment, investments, and savings. Single
mothers report more of their income from outside resources such as unemployment, child
support, alimony, and the public purse—a term coined by Bould (1977) to describe
public assistance programs (Paulin & Lee, 2002). Single fathers also tend to have a
higher level of education than single mothers, with about 61% of single fathers reporting
having attended college, while one in six single mothers have not graduated from high
school. Lower levels of education for single mothers may be a factor in their lower
income (Paulin & Lee, 2002).
15
Skills and education aid single parents in securing employment that offers secure
and dependable income. Education and training are the primary requisites for most
employment as well as opportunities for advancement (Mulroy, 1995). All single parents
hope for employment that offers a higher standard of living. McLanahan and Sandefur
(1994) reported a clear difference in income between one-parent and two-parent families,
with their educational background as a significant factor. Their study reviewed parents
who were separated. The parents were classified into three educational categories: (a)
parents with less than a high school education, (b) parents with a high school degree only,
and (c) parents with some college education. Single-parent families with less than a high
school education made up 40% of the entire study. Single-parent families with a high
school degree only made up 14.4%, in the lead over stepfamilies at 7.6% and two-parent
families at 3.1%. In the group of parents with some college education, 4.1% were singleparent families, 0.6% were two-parent families, and 0% were stepfamilies.
Resources
The circumstances of a single father are such that he requires certain resources to
compensate for the lack of a support system from a spouse. Some of these resources
include childcare, government assistance, single-parent organizations, domestic help, and
familial support. Single fathers are usually employed and rarely receive state or
government assistance such as unemployment, alimony, or child support. As a result of
fulltime employment, single fathers need to secure adequate daycare during working
hours, which typically includes daycare centers; nursery schools; and care by a friend,
16
relative, or in-home nanny (Orthner et al., 1976; Risman, 1986). One respondent in
Greif’s (as cited in Orthner et al., 1976) study stated he lost his job because of his
parental responsibilities, while 88% of respondents said childcare did not interfere with
their job. Single fathers who are employed fulltime and are enrolled students face the
challenge of securing daycare in the evening to attend classes and often turn to family
and friends for assistance as there are limited outside resources available to them in the
evening hours. Single fathers recruit female relatives or hire help to perform domestic
duties, though homemaking does not seem to be a problem for single fathers (Orthner et
al., 1976; Risman, 1986).
Financial stability continues to be a serious concern for single-parent families
(Richards & Schmiege, 1993). Some resources available to single parents include
government-assistance programs offered to help supplement their income. Such
programs include food stamps (now known in the State of California as CalFresh) as well
as childcare grants, scholarships, financial assistance, social security, the G.I. Bill, lowincome housing, and Aid-to-Families of Dependent Children (AFDC). However, the aid
of programs such as AFDC are more likely to be given to single-parent mothers than
fathers since it is assumed that fathers have a higher average income and therefore have a
lower need for assistance (Orthner et al., 1976). Even programs such as AFDC are not
enough financial support. Research shows the level of support given by AFDC is such
that mothers receiving it must supplement their government payments with private
support to adequately support their children (Edin, 1991; Uehara, 1990).
17
Other outside resources for single-parent households include a variety of agencies
and organizations with support for all types of single parents, custody arrangements, child
support, education, mediation, displaced homemakers, and economic concerns. Some of
these organizations include, but are not limited to, Mothers Without Custody, National
Congress for Men, Women’s Legal Defense Fund, Child Custody Project, Office for
Child Support Enforcement and Reference Center, Displaced Homemaker Network,
American Public Welfare Association, Divorce Mediation Research Project, National
Committee for Citizens in Education, etc. (National Council, 1986).
Motivations for Persistence
Very little research is available about the motivations of single fathers and their
pursuit of a higher degree. Their motivations are limited and vary with each individual.
Tehan (2007) stated they enroll because they believe a degree will provide them with
better job prospects and earning potential. Some motivations include, but are not limited
to, career advancement, salary increase, and setting a good example for their children.
Jenkins (2013) contended that it is at home where children develop their first
understanding of the importance of education. As most positions in higher pay grades
require a college degree, a salary increase is a strong motivating factor for a single parent
to pursue a degree beyond high school. A college education affords an individual the
opportunity for a better job, which can lead to a better lifestyle (Jenkins, 2013).
18
Kolb’s Theory of Experiential Learning
Although single-father students face much adversity in enrolling and attending
classes, they also have some advantages. They attend college with a specific purpose and
bring with them life experiences providing a greater context for learning. They take their
education very seriously because they enroll in college in pursuit of a degree believed to
provide them with better job prospects and income attainment; they only benefit from
their focus (Tehan, 2007). Their personal and professional experiences shape the very
knowledge base they bring with them into the learning environment, which is the center
of Kolb’s theory of experiential learning: experience forms knowledge.
Kolb’s Experiential Learning Theory (ELT) is an approach to learning that
combines cognitive and socio-emotional factors (Kolb, 1981). The theory provides a
holistic model of the learning process and adult development that analyzes how people
learn, grow, and develop (Boyatzis, Kolb, & Mainemelis, 2001). Kolb’s theory stems
from the works of other scholars, such as John Dewey, Kurt Lewin, Jean Piaget, William
James, and Carl Jung, who also centered their work on learning and development around
experience (Kolb, 1984). More specifically, this theory was developed by following
Lewin’s strategy for establishing scientific knowledge by conceptualizing events through
formal, precise, and testable theory (Kolb & Kolb, 2005). Kolb’s work focused on
learning styles, the relationship between learning and development, implications of
learning styles for higher education, and centralizing experience in the learning process.
19
Kolb defined learning as the process where knowledge is established through the
transformation of experience (Evans, Forney, Guido, Patton, & Renn, 2010).
Kolb coined the name experiential learning for two reasons: first, the name ties it
to its historical origins of Kurt Lewin’s social psychology and sensitivity training;
second, the name enables the theory to distinguish itself from other cognitive theories of
learning by putting weight on the significance of experience in the learning process
(Boyatzis et al., 2001; Kolb, 1981). According to Kolb (1981), the experiential learning
model is best explained by stating that the center of the learning cycle is how experience
is translated into concept, which is then used as parameters in making decisions about
future experiences.
According to Kolb (1981), learning is a process by which knowledge is created
through experience. The model he created is a four-stage cycle consisting of two modes,
and each mode includes two parts. The first is a mode of grasping experience: (a)
concrete experience (CE) and (b) abstract conceptualization (AC). The second mode is
about transforming experience: (a) reflective observation (RO) and (b) active
experimentation (AE). The model implies that concrete experiences are the foundation
for observations and reflections, which are incorporated and refined into abstract
concepts from which new inferences can be tested and used as guidelines in creating new
experiences (Boyatzis et al., 2001).
20
Figure 1
Kolb’s four phases of learning
Source: Lilley (2014)
To assess individual learning styles, Kolb (1981) developed the Learning Styles
Inventory (LSI). Although the results from those tested on the LSI are diverse, Kolb
found four, statistically driven, dominant learning styles: diverging, assimilating,
converging, and accommodating. Kolb applied the ELT model to categorize and define
these learning styles: CE, AC, RO, and AE.
The central learning abilities of the diverging learning styles are CE and RO.
Individuals with this style do better in situations calling for the formation of ideas such as
brainstorming. They are more imaginative, emotionally inclined, and prefer listening and
obtaining personalized feedback in an academic setting (Boyatzis et al., 2001).
21
The assimilating learning style’s main learning abilities are AC and RO.
Individuals with this style are best at understanding large amounts of information and
have the ability to break it down into a more sound and concise form. They are more
logical learners and in an academic setting prefer lectures, analytical examples, and
having time to process things mentally (Boyatzis et al., 2001).
The converging learning style’s dominant learning abilities are AC and AE.
Individuals with this style are best at problem solving and putting ideas and theories into
motion by finding practical uses for them. They are more technical learners and, in an
academic setting, prefer to be involved and experiment with assignments and ideas
(Boyatzis et al., 2001)
The accommodating learning style’s dominant learning abilities are CE and AE.
Individuals with this learning style learn mainly from involving themselves and getting
hands-on experience in new situations. They are more intuitive learners and work best in
an academic setting when they work collaboratively, set deadlines and goals, conduct
field or lab work, and try different approaches when completing assignments (Boyatzis,
et al., 2001).
Transition Theory
Adults face many changes in their lives that can have both short- and long-term
effects. Schlossberg’s (1981) transition theory offers insight into the circumstances
surrounding a transition, the individual, and the setting that contributes to the level of
22
impact a transition may have. Schlossberg (1989) contended there are three components
in a transition: (a) anticipated, (b) unanticipated, and (c) the nonevent. Schlossberg’s
theory is typically categorized as an adult-development theory and is considered
psychosocial in nature; it focuses on the opportunity for growth and development that
transitions provide. A positive outcome from transition should not be expected, as it is
not always the case (Evans et al., 2010). The effects of transitions can be viewed as
positive, negative, or neutral. All transitions require time to adjust; the only certainty in
an individual’s ability to manage a transition is that their reaction to it will change over
time, for better or worse (Schlossberg, 1989).
Adult learners have special needs differentiating them from the traditional learner.
As a category of students, adult learners differ even from each other as each of their
circumstances and experiences differ (Schlossberg, 1989). When an adult decides to go
back to school, they are in transition. Most adults returning to school are undergoing a
family or career transition (Schlossberg, 1989). Adults returning to school are changing
the way they see themselves; they are transitioning into a new role. A single-father
student, when returning to school, is adding the role of student to his other roles such as
parent, employee, and other familial and community roles they may have. The transition
of returning to school includes a change to their different roles, their routine, their
schedule, and their relationships at home. The larger the transition, whether positive or
negative, the larger the impact on the individual’s life (Schlossberg, 1989).
23
Much of Schlossberg’s (1981, 1984) research shows adults differ in their capacity
to handle the changes they experience; different individuals may react differently to the
same change at a different point in their life. Schlossberg’s (1981) earlier research
focused on adults and how their ability to manage change and transition differs with each
individual in different periods of their life. For example, a single father enrolling in
college for the first time might have a newfound sense of purpose and confidence, while
it could cause another single father stress and anxiety. Their reactions to change are
different because of their own circumstances and experiences. According to Schlossberg
(1981), these same people may react to other situations differently at different times in
their life, depending on their experiences in between and the situation itself; her model
provides a framework for implementing and analyzing transitions of all kinds and for
providing possible mediation.
According to Chickering, Lynch, and Schlossberg (1989), adult life cannot be
assumed as linear and orderly; rather, it follows a circular process. They coined the term
loop to describe interruptions in the circular process, e.g., interruptions to careers and
education. Loops are renewal activities such as a 45-year-old single father attending a
night class. Adult learners are presumed by many teachers to have a set way of learning
for which there is a set way of teaching. Adult learners are not only involved in their role
as a student but play many different roles with various other commitments and
responsibilities (Chickering et al., 1989).
24
Olien’s (1996) Unified Transition theory focuses on the underlying structure of
change. Before a life altering transition, Olien (1996) found it significant to measure a
person’s potential for change by taking an inventory of their available support and
organizing the support into three categories: (a) paid-for support, (b) unpaid natural
support, and (c) personal attributes. The development of a diagram of fractal objects
made up of 33 parts acts as a checklist for an individual to determine areas of need. The
diagram acts as a tool for a single-parent student to thoroughly review their situation,
including all moving parts, and aids them in identifying their needs and reaching out for
support in those areas.
Motivation Theory
Maslow (1987) contended that all human needs can be arranged in a hierarchy in
a specific order of importance: (a) physical needs, (b) safety, (c) love, (d) self-esteem,
and (e) self-actualization. The most important needs are the lower needs because they are
necessary for survival. Such needs include physical requirements such as food, water,
and oxygen. Next, the higher needs include four levels of psychological needs: safety,
love, self-esteem, and self-actualization (Maslow, 1987). The needs are arranged in a
hierarchy to imply the presence of one need appears when the prior need has been
satisfied (Maslow, 1943).
While it could be argued that behavior theory is the same as motivation theory,
motivations are only one factor of behavior. While behavior is almost always motivated,
25
it is also almost always determined by a combination of other factors such as situation,
culture, and biology (Maslow, 1943). The form of each need will vary with each
individual and their situation. From the information available on single fathers, it would
seem their needs reach far beyond their own and they must overcome many obstacles and
much adversity to be afforded the same opportunities as most students. A single father
wanting to go back to school may temporarily override the satisfaction of his needs to
meet the needs of his children first and then his own. His needs typically include stable
employment, financial stability, adequate daycare, and a program friendly to students
with fulltime employment. His children motivate and drive his needs and his level of
satisfaction.
Physiological needs are typically the starting point for Maslow’s (1987)
motivation theory. According to Maslow (1987), the needs are fueled by physiological
drives; two lines of research to support this assertion. The first line is the concept of
homeostasis. Homeostasis, as defined by Maslow (1987), refers to the body’s reflexive
efforts to maintain a normal and constant state of balance. The second line of research is
the finding that appetite acts as a strong indicator the body lacks or needs something
(Maslow, 1943, 1987). For a person to be motivated to go to college, he must first have
his basic needs met. For a single father to be motivated to go to college, he must have his
basic needs and the basic needs of his children met.
The physiological needs are met when the body’s automatic efforts to maintain a
constant normal state, known as homeostasis, are successful (Maslow, 1987). Food,
26
water, and sleep are vital in maintaining this persistent balance. If all the individual’s
needs are unsatisfied, the individual becomes consumed by their physiological needs and
is likely to ignore all other needs (Maslow, 1987).
Appetite in this theory is not a reference simply to hunger but a reference to the
longing for something the body is lacking. For example, an individual who thinks he is
hungry may be lacking comfort rather than an actual nutrient (Maslow, 1987). No need
or drive is independent; every need or drive is related to the overall state of balance and
satisfaction (Maslow, 1943). If a person thinks he is hungry and that need is not satisfied,
all other needs will be secondary to the drive to satisfy hunger (Maslow, 1987). Appetite
suppresses all other needs until it is met. A person who is lacking in multiple areas such
as safety, love, and esteem would be dominated by their hunger for food above all else
(Maslow, 1987). Once an individual’s physiological needs are met, these needs all cease
to exist to the individual and a new, unsatisfied, psychological need arises.
The need for safety is the first of the four psychological needs in Maslow’s (1943)
hierarchy. Safety needs are the need for security, stability, protection, and structure, as
well as independence from anxiety, fear, and chaos (Maslow, 1987). The need for safety
is considered a higher need and is not as significant as physiological needs, though the
individual can be as equally consumed by psychological needs as they were with their
physiological ones (Maslow, 1943, 1987). The level of satisfaction in the need for safety
is determined by each individual and their circumstances. A person dominated by their
need for safety will use their intellect, effectors, and receptors as instruments in their
27
drive to satisfy this need (Maslow, 1987). Another example is a healthy adult whose
safety needs are mostly met by the good society in which they live. When the
environment in which they live is a peaceful and stable society, these adults feel safe
from extremes, disorder, chaos, crime, and so on (Maslow, 1987). Therefore, they no
longer have a need for safety as an active motivator and can move on to the higher
psychological need of love.
When an individual’s physiological and safety needs are satisfied, the need for
love, affection, and belonging arises. Such a need involves the giving and receiving of
love and affection (Maslow, 1987). Similar to the other pre-potent physical and safety
needs, the need for love takes the role as the dominant need to be satisfied. An individual
who needs love hungers for connection, acceptance, interaction, and relations with other
people (Maslow, 1987). Once their need for love is satisfied, they move on to satisfy
their need for self-esteem.
Maslow stated all people in our society have a need or longing for a high
appraisal of themselves. The self-esteem need is organized into two subcategories: (a)
the desire for strong characteristics such as competence, achievement, adequacy, and
confidence; and (b) the desire for respect and esteem from other people (Maslow, 1987).
When this need is unsatisfied, the individual is left with feelings of inferiority. When this
need is satisfied, it leaves the individual feeling the strong characteristics for which they
hungered. Once the need for self-esteem is met, the individual moves up in the hierarchy
to satisfy their need for self-actualization.
28
Self-actualization is described by Maslow (1987) as an individual’s desire for
self-fulfillment, to actualize potential. Even if all of a person’s needs are met, a feeling
of restlessness and a new unsatisfied need soon arises, unless the person has actualized
their potential and are doing what they are fitted to do. For example, a career artist or
singer produces what they are best fit to do for a living (Maslow, 1987).
Rationale for the Study
Considering the diversity in today’s student body, recognizing and working with
student differences successfully, both academically and outside the classroom, is key
(Evans et al., 2010). Single-father students are a diverse, yet unique, group of students
who have different needs than the traditional student. Barrio-Sotillo, Miller, Nagasaka,
and Arguelles (2009) believed single fathers are less engaged in student life because of
their family and career responsibilities. Student life includes, but is not limited to,
campus organizations and school-sponsored events. Most single-father students balance
a part-time or full-time job, have one or more dependents all or part of the time, pay child
support or spousal support, and have the added challenge of finding adequate daycare for
their children so they can work to provide for their family, pay for tuition, and attend
classes.
Single fathers are non-traditional students. Most single fathers are returning
students and they enroll with a knowledge base and level of experience traditional
students cannot match. Their experience stems from being in the workforce and their
29
early endeavor into parenthood. Concrete experience is at the center of Kolb’s (1981)
experiential learning theory. An individual’s experiences motivate them to reflect and
make decisions about their future (Kolb, 1981). In the case of single-father students, the
result of their reflection is the decision to return to school to obtain a higher degree. In
correlation with Maslow’s (1987) motivation theory, when single fathers reflect on their
current needs, they are motivated to find a solution to satisfy those needs. A higher
degree is very often a positive thing in a single father’s life. According to Schlossberg
(1989), when a single father makes the decision to return to school, they are in transition.
The transition causes changes to their roles and responsibilities (Chickering et al., 1989).
The decision to return to school affects their family, work, routine, and schedule. By
reviewing their circumstances and all its moving parts, a single father can determine his
needs and reach out for support in those areas (Olien, 1996). According to available
research on single parents, resources needed are adequate daycare, employment, financial
stability, skills and education, and assistance from outside sources such as family or
government assistance. Supports such as family, friends, assistance programs, daycare,
or other domestic help can be put into action to increase the likelihood of their success
both academically and personally.
30
Chapter 3
METHODOLOGY
Introduction
As the literature review indicated, there is very little information available about
single fathers (Orthner et al., 1976). In an effort to learn more about single-father
students and to contribute to existing research, a 16-question in-person interview was
conducted with three single-father college students enrolled in a postsecondary program.
The goal of the qualitative study was to obtain firsthand information about the social and
cultural aspects of single-father students. By better understanding single-father students,
it was the researcher’s hope to identify their challenges, motivations, and supports while
enrolled in postsecondary programs in the Sacramento area. With these identifications,
the researcher hopes this information will lead to more flexible resources and proactive
academic planning better suited to the needs of single father students.
Research Design
The sampling was chosen as the result of the snowball effect of colleagues and
classmates reaching out to each other to identify qualifying subjects. An ethnographic
research strategy was used because it allowed the researcher to explore, examine, and
observe the culture and experiences of each subject (Murchison, 2010). The qualitative
questions for the in-person interviews were designed to assess the subjects’ personal
31
circumstances and experiences. The goal was to identify their obstacles, motivations, and
supports surrounding their enrollment in higher education. The gathered information
allowed the researcher to identify a number of variables that may exist, which leads to
determining their needs as students who are single fathers.
Setting of the Study
The setting for this study was the Sacramento area in Northern California. The
researcher traveled to different areas of Sacramento to interview each subject in an
environment friendly to their everyday life, such as a restaurant or coffee shop.
According to Murchison (2010), in ethnographic research, the researcher is the research
instrument through which information is gathered and recorded though firsthand
involvement. Each of the three subjects was enrolled in different academic institutions
throughout Sacramento at varying education levels, working toward different degrees.
The commonality was all three students were single fathers with at least one dependent,
enrolled in college part-time to full-time, and were the primary or part-time caregiver to
their dependent(s) with or without the aid of family or a significant other. All three
matriculated into a postsecondary institution within the Sacramento area.
Population of Sample
An ethnographic case study was conducted to identify the past and present
challenges, motivations, and supports single-father students have while enrolled in
postsecondary education. The study focused on gathering subjects enrolled in
postsecondary programs at educational institutions within the Sacramento area. The
32
programs identified by the researcher fell under the categories of Professional and
Technical Education, Community College, and Universities both public and private. The
researcher used a purposeful sampling approach and recruited subjects through current or
former classmates and colleagues in the field of education.
The researcher called former colleagues and classmates to assist with recruitment.
The researcher described the research being conducted and the requirements a subject
must meet to participate in this research. The researcher requested recommendations to
anyone they might have encountered who met the criteria of the study. Most colleagues
and classmates could not assist with recruitment because they did not know of any
students who currently met this requirement. The purposeful sample evolved into a
snowball of colleagues or classmates of the researcher asking other colleagues or
classmates of theirs and so on. The researcher’s contact information was then passed to
the recruited subjects and interviews were setup by the researcher via email and via text
message. The first qualifying question the researcher asked each subject was their
consent to be recorded for purposes of transcription; each subject fully consented.
Data Collection
In-depth, recorded, personal interviews were conducted with each subject in an
environment friendly to their everyday life. The researcher traveled to various parts of
the Sacramento area to meet each subject individually at a restaurant and two different
coffee shops. The interview questions (see Appendix A), totaling 16, were given to each
subject in advance via email, as well as a copy of the consent form (see Appendix B).
33
Informed consent was obtained from each subject by signing the consent form in person.
Prior to scheduling the interview, all subjects were assured this study was strictly for
educational purposes and their anonymity would be upheld to the best of the researcher’s
ability. No identifying information was collected. Apart from three demographic
questions in the beginning of the interview, all questions were open ended with data
analyzed and interpreted reflectively by the researcher.
Instrumentation
Of the 16 questions, one confirmed the interview was fully consensual, two were
multiple choice, and 13 were open ended. The interview questions focused on the
following areas of inquiry:

Minimal Demographic Information

Personal Circumstances

Motivations

Challenges and Attributes to Success
Sixteen questions based on the four areas of inquiry were developed with the in-
person interview format in mind. The researcher designed most of the questions to be
open-ended to encourage the interview subjects to share information beyond the scope of
the question. Question 1 confirmed their informed consent to proceed with the interview.
Questions 2-3 were the only questions of a demographic nature and the only questions
that offered multiple choices. Question 2 addressed their current relationship status and
offered the following options:
34

Single

Cohabitating

Separated

Widowed

Married

Divorced
Addressing their age range, Question 3 offered the following options:

18-24

25-34

35-44

45-54

55-64

75 or older
The remaining questions in the interview were open-ended questions and were
designed not to solicit a simple “yes” or “no” answer. For example, Question 4 asked,
“What College do you attend and what is your current enrollment status, i.e., are you part
time or full time?” Question 5 asked the subject to describe their typical daily schedule.
Question 6 asked the subjects for further details about their education including their area
of study and how they intended to utilize their degree once attained. Questions 7-9 asked
the subjects about their children: how many they had, what were their ages, and how
often were they in their care. Question 10 asked the subject to estimate what monthly
35
childcare costs were. Question 11 addressed employment, asking the subject about their
current employment status and to estimate how many hours per week they worked.
Question 12 asked the subject to describe in detail their motivations for pursuing higher
education in the personal, professional, and academic areas of their life.
Data Analysis Procedure
Using the text Understanding and Conducting Research in Education (Cowan,
2007) as a guide, reflective analysis was conducted to organize and analyze the data.
Once each interview concluded, results were manually transcribed by the researcher.
Data from each interview were entered, verbatim, onto separate word documents to allow
the researcher to review, analyze, and identify any themes or patterns and make meaning
of the data. Recording the data in this manner also acted as a tool for the researcher to
better organize the information for reflection and personal filtering to identify meaning.
Limitations of the Study
One of the limitations of this study was the minimal number of subjects available
and the limited amount of time spent with each subject. By involving additional subjects
in the study, the researcher believed the insight into the lives and circumstances
surrounding single-father students would have led to a better understanding of their
needs. An ethnographic research strategy was used in this study; the researcher believed
multiple interviews or additional time spent with each subject would have led to better
36
access and a better rapport with each subject, which is the context for this specific
research strategy (Murchison, 2010).
Another limitation was not conducting a separate set of interviews with an equal
number of single-mother students to identify any similar or differing variables between
the two types of students. The majority of literature and research available is about single
mothers; it would have been a credible contrast to interview single-mother students
within the Sacramento area to show a comparison of the two samples.
Finally, the researcher discovered a limitation in the aforementioned interview
questions. Question 2 asked the subject, “Which of the following best describes your
relationship status?” As stated in the literature review, prior to the 20th century, the
original single fathers were widowers (Katz, 1979; Kinnear, 1999; Mendes, 1976). The
researcher failed to list “Widowed” as an option, which best described the first subject
interviewed, Subject A. The researcher updated the interview questions for future
interviews.
37
Chapter 4
DATA ANALYSIS AND FINDINGS
Introduction
The purpose of this study was to obtain firsthand information about single-father
students enrolled in postsecondary programs. Ultimately, the intention was to learn more
about the lives of single-father students to identify their needs as students. To determine
their needs, the researcher attempted to identify the following: (a) what obstacles or
challenges may inhibit them in their endeavor as a father and a student, (b) their
motivations to pursue a higher degree, and (c) to gain a better understanding of what
supports or resources they utilize that may attribute to their success in obtaining a higher
degree.
As previously mentioned, the specific questions being studied in this research
were as follows:
1. What challenges do single-father students face while enrolled in a postsecondary
program?
2. What resources are available to single-father students to aid them in obtaining a
higher degree?
3. What are the motivations of single-father students to persist to the attainment of a
higher degree?
38
Presentation of Data
The results are presented in two sections: the first section presents some of the
findings from the in-person interviews in tables with correlating summaries; the second
section discusses the results using extensive quotes from the interviews with the
reflective interpretation of the researcher. Because of the small sample of subjects, a very
limited number of demographic questions were posed; this both ensured anonymity and
permitted the researcher to concentrate on attaining answers specific to the research
questions. Three subjects were involved in this study; for anonymity purposes, they are
identified as Subject A, Subject B, and Subject C.
Findings
Demographic Information
Table 1 details subject gender and age. All subjects were male. Two of three
subjects were 35-44 years old; the third subject was 25-34 years old.
Table 1
Demographic Data
Subject
Gender
Age Range
A
Male
35-44
B
Male
35-44
C
Male
25-34
39
Table 2 details the enrollment status of each subject, the type of institution they
attended, and their area of study. Two of the three subjects were enrolled part-time; one
of the subjects was enrolled full-time. Two of the subjects attended a community
college; one subject attended a four-year University. All three subjects had differing
areas of study: Subject A was a Secondary Credential Candidate, Subject B was PreNursing, and Subject C was studying Mathematics to eventually become a math teacher.
Table 2
Education
Subject
Enrollment Status
Type of Institution
Area of Study
A
Full time
Four-year
Secondary
University
Credential
Candidate
B
Part Time
Community
Pre-Nursing
College
C
Part Time
Community
Mathematics
College
Table 3 details the employment information of each subject. Each subject had
differing employment circumstances. Subject A was employed full-time and, at the time
of this study, was on a 20-week leave of absence (LOA) from his position with the State
of California. Subject B was unemployed and previously worked in construction.
40
Subject C was employed full-time as an Analyst with minimal flexibility in his work
schedule.
Table 3
Employment
Subject
Employment Status
Position
Is the work
schedule flexible?
Subject A
Full time, on 20-
State Job
Yes
Previously in
No
week LOA
Subject B
Unemployed
Construction
Subject C
Full time
Analyst
Flexibility is
minimal
To gain a better understanding of the subjects’ responsibilities outside of school,
the researcher collected information about each subject’s children and the financial
responsibilities correlated with each child. Figure 4 illustrates the responses of all three
subjects. Subject A had one child, age four, for whom he was responsible full-time and
paid approximately $500 per month in part-time daycare. Subject B had two children,
ages 8 and 12 years old; he cared for his youngest child 50% of the time and was
responsible for his oldest child part time, for whom he paid approximately $200 per
month in part-time childcare. Subject C had three children: two children, ages seven and
41
five, whom he had part-time; and one child, five months old, for whom he was
responsible full-time. For all three children, Subject C paid approximately $789 per
month in childcare.
Table 4
Children
Are the
Number of
Age of
Percentage
Children
Children
of Custody
Subject
Approx. Monthly
Children in
Daycare Expense
daycare?
A
1
4 yrs. old
100
Part time
$500
B
2
8 yrs. old
50
Part time
$200
12 yrs. old
Part time
No
$0
7 yrs. old
42
Part time
5 yrs. old
42
Part time
5 months old
100
Full time
C
3
$789 total
To better understand the level of support each subject received, the researcher
collected data about their current relationship status, whether or not they had the support
of an outside resource, and who that support was. Subject A was a widow and received
support from his daughter’s grandparents by way of childcare and emotional support.
Subject B was divorced and was currently dating; he had childcare support by way of
timesharing with his ex-wife and financial support from his grandparents through an
42
inheritance he received when they recently passed away. Subject C was divorced and
was cohabitating with a significant other, whom he identified as his main source of
support in timeshare with childcare, emotional support, and financial contributions.
From his wife’s passing, Subject A received financial support from her life
insurance. He had childcare support from his daughter’s grandparents and the part-time
support of an in-home daycare business. Such support enabled him to take a 20-week
leave from his job to complete the seven units remaining to attain his Secondary
Teaching Credential.
Subject B stated he was a stay-at-home father and full-time student when he was
married. Since divorcing, he had been in and out of school due to the unstable economic
nature of the construction industry. He also stated his children were his priority and
school was what usually ended up suffering. He recently received an inheritance from
his grandmother, which enabled him to quit working to spend more time with his children
and go to school part time to full time to finish his pre-requisites for a nursing program.
Subject C was divorced and cohabitating with his significant other, his girlfriend.
He stated his decision to go back to school was made after they moved in together. His
reasoning was the available childcare in the evening, in addition to the emotional and
intellectual support of someone who possessed a higher degree.
43
Table 5
Supports
Supportive Family
Subject
Relationship Status
or Significant
Who?
Other
Subject A
Widower
Yes
Parents
Subject B
Divorced/Dating
Yes
Grandparents and
ex-wife
Subject C
Divorced/Cohabitating
Yes
Girlfriend
Interpretation of the Findings
The purpose of this study was to better understand the lives of students who are
single fathers. In better understanding their lives, the researcher hoped to identify their
motivations for pursuing a higher degree, the challenges they faced, and the supports they
received to determine their needs as students. The data addressed each research question
and went beyond the scope of the questions due to the open-ended nature of each
question.
44
Interview Question 5
What is your typical daily schedule like?
Subject A.
Five o’clock [a.m.] I wake up, get ready for school, get ready to take my daughter
to whatever care she is at for the day. By anywhere between 7:00 and 7:15 [a.m.],
we leave for daycare. I usually get to school between 7:30 and 7:45 [a.m.]. I am
in school all day until roughly about 3:00 p.m. And then I go pick up my
daughter from daycare, go home, clean up, make dinner, put her to bed. I
complete whatever school work there is, and I’m usually in bed between 9:00 and
10:00 [p.m.]. (Subject A)
Subject B.
I go to school two days a week, those days I go to school. I try to be done by 3:00
p.m. so I can pick up my younger daughter from school. I have two daughters.
My youngest I have 50% of the time. I pick her up every day from school; her
school is right down the street from my school. Then her mom picks her up
Monday and Wednesday evenings after she gets off work. So we go to school,
and then we go home and do homework: she has her homework and I do mine,
well, I try to. It’s hard because she usually needs help with hers, so we do that.
And then I do homework later, go to bed. Then on my days off when I don’t go
to school, I take her to school and then do school work during the day and other
chores, then I pick her up from school and both kids come over. My older
45
daughter goes to a different school farther away. So she comes over every other
weekend. (Subject B)
Subject C.
When I have my kids, I wake up at 6:00 a.m., wake the kids up, get them dressed,
run downstairs to get breakfast started. Once the kids start eating, I run upstairs to
shower and get dressed. Get the kids socks and shoes on and get them out the
door. I drive 20-30 minutes in traffic to get them to their two different schools;
then I drive 20-30 minutes back across town to go to work. At 10:30 a.m., I drive
20-30 minutes back to my middle child’s school to get him and drop him off at
after-preschool daycare at the YMCA; then I go back to work until about 5:00
p.m. I drive 20-30 minutes back across town to get my daughter from her afterschool program, get my son from the YMCA, come home to get my oldest started
on her homework, get dinner started, get my middle child in the bath, dinner on
the table, bed time. On the days I have class, I have my girlfriend or my mom
take over at dinnertime so I can get to class. I go to class until about 9:00 or
10:00 p.m. at night, come home and work on some homework before I go to bed.
My girlfriend takes my youngest, our five-month-old, to and from daycare on her
way to and from work every day. On the days we don’t have my two oldest
children, I have my full-time work responsibilities and classes that are typically
6:00 or 7:00 p.m. until about 10:00 p.m. at night. I come home, cook dinner, do
homework, go to bed. (Subject C)
46
Each subject described their many responsibilities as challenging with the limited
timeframe in which they had to manage these responsibilities in addition to the limited
assistance they have from outside resources. According to Tehan (2007), time
management is a big issue faced by single fathers. The role of being the provider faces
many limitations, including employment, daycare, and income (Bould, 1977). Paulin and
Lee (2002) stated child rearing is challenging even with two parents; single fathers
endure the same difficulties as married parents, only with fewer resources.
Interview Question 12
Please describe in detail your motivations for pursuing higher education.
Personally, professionally, and academically.
Subject A.
Personally, it’s more because I started the process before I had my daughter and I
ended, or I took a break, before she was born. Personally, now it’s to make sure
my daughter completes anything that she starts. I only have seven units, so to be
seven off, I mean, how do I ever explain to her that she has to complete what she
starts, but I’m only seven units away? Professionally, it doesn’t really apply to
anything I’m doing for the State; it’s just another profession I thought I would be
good at. I thought that I would enjoy it. But I enjoy both equally. I haven’t
really done teaching full time professionally, but I think I would probably be
equally as good because of the motivation I have behind it. I didn’t do it for any
academic purposes. To the contrary, academically I probably wouldn’t have gone
47
back and done it. But it’s because I had a different motivation that I wanted to
pursue it. (Subject A)
Subject B.
Mostly to get a more stable job. I’ve always worked construction so it’s really up
and down and affected by the economy a lot. It will be really busy for a while, six
months, a year, a couple years sometimes depending on the job, and then
suddenly you’re out of a job. So it makes it really difficult to rely on anything, to
buy a house or even buy a car. Back in 2005, I had a good job modernizing
schools; it was state funded – a lot of the schools are – they froze all of their stuff
because they had a budget crisis and all the jobs stopped. I had car payments and
everything. I was living with my dad just recently because I was out of work. So
I’m trying to get out of that and I figure the medical field is stable. I like the idea
that you can do it anywhere in the world really. (Subject B)
Subject C.
Personally, the accomplishment and the status of having the degree so I feel
qualified to be wherever I am, whether that’s in a professional setting or an
intellectual one. Plus, it’s a challenge to set a goal and accomplish it. This was a
goal that was set a long time ago; finishing the journey is gratifying.
Professionally it opens more doors, allows for greater earning potential and/or
moving into a career path I’d always envisioned would fit me best.
Academically, it’s a trophy in a way; it sets an example for my children that this
48
is feasible. Hopefully they will have the opportunity to do it without any children.
(Subject C)
According to Jenkins (2013), children develop their first understanding of the
importance of education at home. All three subjects stated setting a good example for
their children as a motivation for pursuing a higher degree. Jenkins (2013) also
contended that a higher degree affords a person the opportunity for a better job, which
can lead to a better lifestyle. According to Mulroy (1995), education and training are the
main requirements for most employment as well as opportunities for advancement.
Very little research is available about the motivations of single fathers in their
pursuit of a higher degree. The data were collected in an effort to contribute to existing
research. The motivations stated by all three subjects were as follows: (a) financial
stability, (b) to set a good example for their children, (c) greater earning potential, (d)
employment stability, (e) career advancement, and (f) to be afforded the opportunity to
change careers.
Interview Question 13
What are some of the challenges you have faced in your pursuit of higher
education? Personally, professionally, and academically?
Challenges identified in the review of literature and research included time
management, balancing multiple responsibilities, securing adequate daycare, financial
stability, and employment (Turner & Smith, 1983). All three subjects identified
challenges in alignment with the existing literature: finances, time management, and
49
balancing all their responsibilities successfully in the time allotted. Additional challenges
stated were maintaining physical energy, mental stability, staying focused, and challenges
with their study skills as a returning student. Additional time management
responsibilities were required volunteer hours at each child’s school, work hours, and
group or project work for school outside of class time.
Interview Question 14
What or whom do you feel has helped you succeed in our pursuit of higher
education?
Subject A.
Well now definitely the support, grandparents, daycare, and quite honestly even
now where I’m with the mentor teacher. They all provide that kind of support to
make it a whole hell of a lot easier than it could be. The thing about it is, if I
weren’t so close I would not have gone back. There is no practical reason. I had
to take 20 weeks off of work to go finish it. I worked part time when I did my
first part of it, and it’s not fun, it’s not easy. I couldn’t work right now.
Financially speaking, it’s interesting. The support if I could think of anything
would be the biggest benefit. (Subject A)
Subject B.
My grandparents. I wouldn’t be able to do it otherwise without the inheritance. I
kept trying to go back but it’s hard to do both. When I was married, my wife had
a good job and a good income. We saved on daycare costs and I was a stay-at-
50
home dad and full-time student. There were four kids and they all had homework.
I can’t do homework with them all at the same time. Financially, it’s tough and
school is expensive. My ex-wife claims my youngest and my oldest, they have
different mothers; her mother claims her and so technically on paper I don’t have
any kids. That’s the thing about FAFSA, I don’t qualify for anything. I don’t get
a tax return, I don’t get financial aid, I get nothing. (Subject B)
Subject C.
My girlfriend. Most importantly, it’s the support and the encouragement on an
emotional or intellectual level. It’s one thing to be just a student, but when you
add in the day-to-day life of being a parent and full-time worker, it’s easy to get
very lost in it all. It pays to have someone there to support me in my decision to
go back to school. It helps to have someone who has been through the process
and understands what you’re going through and can actually help in the areas she
feels I need it most to give me the best chance of succeeding. (Subject C).
Little information is available about the supports received by single fathers. All
three subjects attested to receiving support from a significant other or family member.
Orthner et al. (1976) and Risman (1986) stated single fathers often turn to family and
friends for assistance since their outside resources are limited in the evening. If they
work, single-father students face the dilemma of securing adequate daycare during
working hours and have a challenging time finding daycare in the evenings to attend
classes outside of working hours. In response to Question 5, Subject C stated his
51
girlfriend or his mother take over his childcare during dinnertime so he can go to class in
the evening.
Interview Question 15
What resources does your academic institution offer for single parents? Are you
able to utilize them? Why or why not?
All three subjects stated one or both of the following responses: (a) I have no idea
what resources my academic institution offers and (b) I haven’t looked into what
resources my academic institution offers. Subject B made the following statement:
The first thing you do when you apply for financial aid is fill out the FAFSA,
which is based on your income. I finally got divorced, but for the longest time it
was based on my ex-wife’s income, which was $80,000 a year, so I didn’t qualify
for anything.
Subject B also stated, post-divorce, both his children were claimed by their
mothers on their taxes, so on his FAFSA he had zero qualifying dependents to claim. He
stated, “On paper I don’t have any kids” (Subject B). Two of the three subjects were
awarded the Board of Governors fee waiver, which permits their enrollment fees to be
waived. The remaining financial issues for these subjects were the additional cost of
books. According to Subject B, the cost of books was several hundred dollars. Subject C
stated:
Last time I checked, if you utilize on campus daycare, you have to volunteer an
hour of your time. And with a full-time work schedule, three kids, and part-time
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school load, an hour isn’t really an option for me. I support three kids but I only
claim one on my taxes, so on paper I only have one child, I don’t qualify for a lot
of assistance.
Similar to Subject B, Subject C supported more than one child financially but the
way financial aid applications are designed did not permit them to claim their actual
circumstances. They did not receive aid based on their actual need.
Table 6
Additional Information about Being a Single-father Student
Subject A
Subject B
Subject C
I wouldn’t recommend it,
it’s tough. There really is
a mental drain.
There’s a lot of pressure to
finish now, they’re
watching me.
I come home and I’m more
rigid than I need to be to
my own kid…and that’s
been tough because I
realize this is the one
person that needs all of my
attention.
There are pros to it. I
enjoy being in school at
the same time as my kid;
we all have homework. I
just hope I can graduate
before they do.
I don’t define myself
distinctly as a single-father
student, I’m just a student
like everyone else.
There are things that get
dropped; I have to plan for
my chores
Any type of degree at this
point is tough.
It’s not as easy as I
thought, even now with not
having to work.
Things end up lacking,
something suffers. Either
your kids spend all their
time in daycare; you can
get fired if you suck at
your job, so it’s usually
your studies that suffer.
I never use my parental
status as a crutch, this is
just what I have to do.
53
To reiterate, the purpose of this study was to learn more about the lives of singlefather students: the challenges they face, their motivations, and what attributes contribute
to their personal and academic success. The study posed three questions:
1. What challenges do single-father students face while enrolled in a postsecondary
program?
2. What resources are available to single-father students to aid them in obtaining a
higher degree?
3. What are the motivations of single-father students to persist to the attainment of a
higher degree?
The three questions are further discussed in the following section, in the presentation of
the researcher’s reflective analysis of the data.
Research Question 1
The three subjects were asked about the challenges they have previously faced or
were currently facing in their pursuit of a higher degree: personally, professionally, and
academically. The primary challenge common among all three subjects was time
management and balancing multiple responsibilities. Some responsibilities included
domestic responsibilities such as grocery shopping, laundry, cleaning, and cooking meals.
Other responsibilities mentioned were as follows: work schedules, homework time for
both themselves and their children, mandatory volunteer hours required by each child’s
school, educational and recreational activities for the children, and commute time. One
of three fathers mentioned [physical] energy and mental stability among his list of
54
challenges, stating, “There are not enough hours in the day” (Subject A). Two of three
subjects specifically mentioned their children always coming first, so their studies were
usually the responsibility on their long list that suffered.
Subject B stated he had been taking classes sporadically for 15 years. Due to the
nature of the construction industry—financial instability and the required schedule of
hours on various construction jobs—he was not able to continue his studies consistently.
He stated difficulty locating open courses during the limited timeframe he had available
(Subject B). Subject A would not be able to complete his credential without the leave of
absence he took from his position, indicating that working while pursuing specific
programs is not feasible. In light of a financial inheritance, Subject B chose to stop
working to spend time with his children and focus on his studies. He stated his
responsibilities as a student and a father were still very difficult, even without work on
his list of responsibilities.
Research Question 2
Participants were asked about the resources contributing to their success as singlefather students during their pursuit of a higher degree. All three subjects contended
family is their biggest support, more specifically parents and grandparents. One
participant named his significant other, his girlfriend he cohabitates with, as his
emotional and intellectual support, in addition to his source of encouragement to return to
school to obtain a higher degree. Flexible work schedules and daycare were among the
resources mentioned. The researcher was a little surprised that all three participants were
55
not aware of any resources their educational institutions offered for single-father students.
All three had not conducted any research about possible resources offered by their
educational institutions based on the assumption they would not qualify.
Research Question 3
The participants were asked to discuss their motivations for pursuing a higher
degree as a single-father student. Subjects’ most telling motivation for pursuing a higher
degree was to set a good example for their children, to lead by example, to emphasize the
importance of higher education, and to have credibility when pushing them to do the
same in the future. Additional motivations mentioned were as follows:

“Personally, it’s to make sure my daughter completes anything she starts”
(Subject A).

“The sense of accomplishment, the status of having a higher degree” (Subject C).

“The self-confidence to feel I belong to whatever professional or intellectual
setting I am in” (Subject C).

To finish a long-time goal (Subject A; Subject C).

Upward career mobility (Subject C).

Greater earning potential (Subject B; Subject C).

“The credentials to move into a career path I’d always envisioned would fit me
best” (Subject A).
56
Conclusion
There were three single-father students who participated in an in-person, in-depth
interview. All three subjects were enrolled at least part time in a postsecondary program
in an educational institution within the Sacramento Area of Northern California. All
three subjects were motivated to set a good example for their children and were looking
to alter their current career path either laterally, into new career, or vertically by career
advancement. The greatest challenge for all was time management and balancing all of
their responsibilities successfully; financial challenges immediately followed. The most
remarkable finding was the lack of knowledge all subjects had about any resources
offered by their educational institutions. In addition, it was found it was the assumption
by all three that they did not qualify for any assistance that prevented them from even
initiating research on the topic.
57
Chapter 5
SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS
Summary
The purpose of this qualitative study was to determine the needs of single-father
students. The researcher hoped to achieve this by gaining a better understanding of their
circumstances, challenges, motivations, and the resources that may attribute to their
academic success. The study addressed the following research questions:
1. What challenges do single-father students face while enrolled in a postsecondary
program?
2. What resources are available to single-father students to aid them in obtaining a
higher degree?
3. What are the motivations of single-father students to persist to the attainment of a
higher degree?
The researcher attempted to address the research questions through the review of
existing research and related literature, conducting in-person interviews, and conducting a
reflective analysis of the results from the qualitative method of research. In-depth, inperson interviews were conducted with each of the three subjects involved in this study in
an effort to learn more about students who are single fathers. To adhere to the
ethnographic approach, the researcher conducted each interview in an environment
friendly to the everyday life of each subject. The researcher allowed each subject to
58
select a location most comfortable for them to answer personal questions. Two subjects
chose a coffee shop near their home and the third chose to sit at the bar of his favorite
neighborhood restaurant. The data analysis and findings presented will prove beneficial
in validating the overall research conducted by the researcher.
Conclusions
The literature review identified the following challenges for single-father
students: (a) adequate daycare (Bould, 1977; Kinnear, 1999; Mulroy, 1995), (b) time
management and balancing multiple responsibilities (Schlossberg, 1989; Tehan, 2007),
(c) financial stability and employment (Bould, 1977; Kinnear, 1999; Paulin & Lee, 2002;
Turner & Smith, 1983), and (d) skills and education (McLanahan & Sandefur, 1994;
Mulroy, 1995). The findings of this study supported all four of the preceding assertions.
House (1976) contended that single parents face the challenge of needing to work
to provide for their family while facing the challenge of securing adequate daycare for
their children so they can work. All three subjects were challenged with multiple
responsibilities and limited support. All three subjects relied on family and daycare to
care for their dependents while fulfilling their professional or academic responsibilities.
Findings showed all three subjects also endured a major life change – the death of
a family member or significant other or new living conditions such as cohabitation –
affording them the time or financial means to return to school part time to full time.
These changes led to their transition back into education to pursue a higher degree. In
59
correlation with Schlossberg’s theory of transition, unexpected change in their lives and
their capacity to manage that change led to their transition back into academics to pursue
a higher degree (Schlossberg, 1981, 1984).
Two of the three subjects were employed; of those two subjects, one was on a
LOA from his job. The unemployed subject stated, “It’s not as easy as I thought, even
now with not having to work” (Subject B). All three also agreed that when trying to
balance all their responsibilities, one or more of them always suffers; since their children
and their job came first, it was typically their academics that suffered.
One of the most stressful and profound adjustments in single parenthood is
financial stability (Kinnear, 1999; Turner & Smith, 1983). Findings showed two of three
subjects identified financial stability as a challenge. Both stated they did not qualify for
financial aid via traditional means such as the FAFSA. Due to the nature of the FAFSA,
which is filed based on your taxes, and the nature of their personal circumstances, each
subject could not claim all or any of the children they financially supported. Their
financial instability stemmed from supporting all their dependents without any or all of
the financial breaks typically accompanying that financial responsibility. Findings also
showed while two of the three subjects qualified for enrollment fee waivers, they still
experienced financial challenges in finding additional funding for their textbooks and
other required fees and course materials.
According to Mulroy (1995), education and skills are primary requisites for career
advancement and higher earning potential. Two of three subjects identified skills and
60
education as both a challenge and a motivation. Subjects stated education as a challenge
because of the required time it demands, their limited schedules, limited course offerings
in the timeframe they needed, and their limited financial means. Education was also
identified as a motivation for the following reasons: (a) career advancement and (b)
higher earning potential. Other identified motivations included changing career paths,
setting a good example for their children, and a sense of accomplishment or selfactualization (Maslow, 1970).
Recommendations for Further Study
At the conclusion of the conducted research, recommendations for further study
certainly exist. As previously stated, this research focused on three single-father students
enrolled part time to full time in a postsecondary program within the Sacramento area of
Northern California. Two of the three subjects were enrolled part time in a community
college and one was a secondary credential candidate at a four-year University. All three
were working toward a degree they believed would afford them the opportunity for a
career change or career advancement. Questions were based on four areas of inquiry and
were open ended, designed to encourage the subjects to share additional information
beyond the scope of the question. Minimal demographic information was collected to
adhere to the guarantee of anonymity. Motivations, challenges, and identified resources
were supported by the literature and research reviewed.
61
Further research should be conducted on a more in-depth scope, over a longer
time period. Such research would permit the researcher to build a better rapport with
each subject, gaining better access to the personal circumstances of each subject.
Multiple interviews over a longer period of time, in the subject’s environment, would
facilitate this research.
Additionally, an area of interest for further study should include the use of
Schlossberg’s (1989) transitional theory. Subjects should be interviewed at the beginning
of their enrollment process about what changes impacted their decision to return to
school. Further research should also include a study of their progress to evaluate their
development and the impact their decision to obtain a higher degree had on their
circumstances as a single father.
The FAFSA is based on reported tax information. For some, if not most, singlefather students, their tax information does not accurately represent their actual financial
circumstances. Further research should be conducted on existing financial supports
offered to single fathers. Such research should also examine possible offerings of
financial aid or funding more appropriate to the unique circumstances of students who are
single fathers.
It was also noted that all three subjects were not engaged in student life or any
campus-sponsored events or activities. According to Barrio-Satillo et al. (2009), low
rates of participation are due to familial and career responsibilities. The low rates of
participation are a cause for concern in retaining these students. The researcher
62
recommends an investigation of possible supports and activities that could be provided to
increase the level of engagement of single-father students. Suggested areas of focus are a
student educational plan; recurring meetings with guidance counselors in person or via
electronic means; activities taking place in the evenings, weekends, or via electronic
means; and, most specifically, campus sponsored activities that are family friendly.
63
APPENDICES
64
APPENDIX A
Interview Questionnaire
Interview Questions
1. After reading the Consent Form, do you agree to participate in this interview?
o Yes
o No
2. Which of the following best describes your relationship status?
o Single
o Dating
o Cohabitating
o Separated
o Widowed
o Married
o Divorced
3. What is your age?
o 18-24
o 25-34
o 35-44
o 45-54
o 55-64
o 65-74
o 75 or older
4. What college do you attend and what is your current enrollment status, i.e., are
you part time or full time?
5. What is your typical daily schedule like?
6. What is your area of study and how do you intend to utilize your degree once you
complete it?
65
7. How many children do you have?
8. What are the ages of each of your children?
9. How often do you have the children? What is your percentage of custody
10. Approximately, what is your monthly expense for child care?
11. What is your current employment status and how many hours do you work per
week?
12. Please describe in detail your motivations for pursuing higher education?
Personally, professionally, and academically.
13. What are some of the challenges you have faced in your pursuit of higher
education? Personal, professionally, and academically.
14. What or whom do you feel has helped you succeed in your pursuit of higher
education?
15. What resources does your academic institution offer for single parents? Are you
able to utilize any them? Why or why not?
16. Is there anything you would like to add about your experience as a single-father
student?
66
APPENDIX B
Consent to Participate in Research
Dear Potential Participant:
You are being asked to participate in research conducted by Heather Mendez, a Graduate
student in the Master of Arts program in Education Leadership and Policy, within the
College of Education at California State University, Sacramento.
The purpose of this study is to investigate and better understand the personal perspective
of single-parent father students in postsecondary education to include their challenges,
motivations, and any resources that may have attributed to their academic and parental
success. Data collection will be done through scheduled, recorded, in-person interviews.
To participate in this research you must meet the following criteria:
 Must be a single-parent father student. A student enrolled part time to full time
who is a separated, divorced, or an unmarried father. Must have one or more
dependents and be the primary or part-time caregiver with or without the aid of
family or a significant other.
 Must have matriculated into a postsecondary institution. This is any educational
institution beyond high school to include community college, a technical college,
or a public or private university.
Participation in this in-person interview is voluntary. Interview questions will be given to
each participant in advance of the interview. Participant responses in this interview will
be kept strictly confidential by the researcher. Any identifiable information collected in
this study will be destroyed by the researcher upon submission of the finished thesis.
You will also not receive any compensation for your participation; this study is strictly
for educational purposes.
If you have any questions about this research or would like to participate and schedule an
in-person interview you may reach me by phone at XXX-XXX-XXXX or via email at
[email protected]. My thesis advisor is Dr. Francisco Reveles; he can be reached
by phone at XXX-XXX-XXXX or via email at [email protected].
Thank you in advance for your time!
Heather E. Mendez
67
After reading the consent form, do you consent to participate in this research?
o Yes
o No
__________________________
______________________________
Signature
Print Name
68
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