{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/92684"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/92684","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"The voices of student-parents and their hurdles to success in higher education","abstract":"This research pays close attention to how student-parents are identified and served in higher education settings. I specifically looked at the academic and personal experiences of student-parents and the resources they used in order to complete their undergraduate degrees. Student-parents between the ages of 18-40 require and utilize academic and financial resources differently in comparison to non-parent single status students of the same age. The theoretical framework for this study is Pierre Bourdieu's culture capital theory. Bourdieu's forms of capital have played as guiding frameworks of addressing cultural capital wealth and values within white dominated institutions between those from upper middle-class and working lower-class backgrounds. Findings will show participants' parental status and their children being the main motivators in them completing their undergraduate degrees. If we are to understand and serve underrepresented students in higher education, we need to change how we define, support and serve this population. Identifying students as traditional and nontraditional is no enough. Policy makers and higher education administrators and faculty need to acknowledge the diversity within postsecondary institutions. The vast majority of students within these institutions are no longer 18-23 year olds from traditional pathways. One population that is underrepresented and undeserved is students with families.","abstract_html":"This research pays close attention to how student-parents are identified and served in higher education settings. I specifically looked at the academic and personal experiences of student-parents and the resources they used in order to complete their undergraduate degrees. Student-parents between the ages of 18-40 require and utilize academic and financial resources differently in comparison to non-parent single status students of the same age. The theoretical framework for this study is Pierre Bourdieu's culture capital theory. Bourdieu's forms of capital have played as guiding frameworks of addressing cultural capital wealth and values within white dominated institutions between those from upper middle-class and working lower-class backgrounds. Findings will show participants' parental status and their children being the main motivators in them completing their undergraduate degrees. If we are to understand and serve underrepresented students in higher education, we need to change how we define, support and serve this population. Identifying students as traditional and nontraditional is no enough. Policy makers and higher education administrators and faculty need to acknowledge the diversity within postsecondary institutions. The vast majority of students within these institutions are no longer 18-23 year olds from traditional pathways. One population that is underrepresented and undeserved is students with families.","abstract_has_math":false,"creators":["Perez, Marielisbet"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"M.A.","degree_level":"Thesis","degree_discipline":"Educ Policy, Orgzn & Leadrshp","degree_department":null,"school":null,"contributors":["Dixson, Adrienne","Trent, William","Baber, Lorenzo"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2016,"date_issued":"2016-11-10T17:49:17Z","date_published":"2016-11-10T17:49:17Z","updated_at":"2026-07-22T22:26:35Z","subjects":["student-parents","first-generation","higher education expereinces"],"languages":["en"],"rights":["Copyright 2016 Marielisbet Perez"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/2142/92684","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Dixson, Adrienne","Trent, William","Baber, Lorenzo"]},{"key":"dc:creator","label":"Author","values":["Perez, Marielisbet"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2016-11-10T17:49:17Z","2020-10-25T09:15:20Z","2016-04-07","2016-08"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educ Policy, Orgzn & Leadrshp"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["M.A."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["student-parents","first-generation","higher education expereinces"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["en"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright 2016 Marielisbet Perez"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/92684"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["This research pays close attention to how student-parents are identified and served in higher education settings. 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Identifying students as traditional and nontraditional is no enough. Policy makers and higher education administrators and faculty need to acknowledge the diversity within postsecondary institutions. The vast majority of students within these institutions are no longer 18-23 year olds from traditional pathways. One population that is underrepresented and undeserved is students with families.","Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2016-11-09 without embargo terms","The student, Marielisbet Perez, accepted the attached license on 2016-03-31 at 00:52.","The student, Marielisbet Perez, submitted this Thesis for approval on 2016-03-31 at 00:56.","This Thesis was approved for publication on 2016-04-07 at 08:37.","DSpace SAF Submission Ingestion Package generated from Vireo submission #9132 on 2016-11-09 at 10:19:03","Made available in DSpace on 2016-11-10T17:49:17Z (GMT). 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I specifically looked at the academic and personal experiences of student-parents and the resources they used in order to complete their undergraduate degrees. Student-parents between the ages of 18-40 require and utilize academic and financial resources differently in comparison to non-parent single status students of the same age. The theoretical framework for this study is Pierre Bourdieu's culture capital theory. Bourdieu's forms of capital have played as guiding frameworks of addressing cultural capital wealth and values within white dominated institutions between those from upper middle-class and working lower-class backgrounds. Findings will show participants' parental status and their children being the main motivators in them completing their undergraduate degrees. If we are to understand and serve underrepresented students in higher education, we need to change how we define, support and serve this population. 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