Supporting Family While in College

<< Back to Main Report Page

Students at two-year institutions were more likely to report that it is important that they support their family financially while in college, compared to students at four-year institutions. (Q60)

  • More than half of two-year respondents agreed or strongly agreed it is important they support their family, compared to 41 percent of respondents at four-year institutions.
  • A quarter of two-year respondents provide financial support for a child or children while in school, compared to 12 percent of four-year respondents.

Respondents who provided financial support for children tended to experience more hardships compared to those who were not financially supporting children. Higher percentages of parenting students:

  • Experienced low or very low food security, housing insecurity, and homelessness in the prior 12 months,
  • Were first-generation students,
  • Reported their family’s finances were worse since the coronavirus outbreak, and
  • Reported receiving food assistance, unemployment assistance, housing assistance, utility assistance, and medical assistance in the prior 12 months.

Parenting students feel connected to, and appreciative of, their institution.

  • On average, parenting students had much higher net promoter scores, in both two-year and four-year institutions, than students who were not financially supporting children. The higher the net promoter score, the more likely the student is to recommend their institution to a friend or family member.

Q60: It is important that I support my family financially while in college.*

Q60: It is important that I support my family financially while in college.*

*Responses indicating ‘Neutral’ are not shown</span)

Q47-50: Do you provide financial support for any of the following individuals? Respondents who answered ‘Yes’

Q47-50: Do you provide financial support for any of the following individuals? Respondents who answered 'Yes'

Used a Credit Card in the Past 12 Months

Borrowed a Pay Day Loan in the Past 12 Months

Borrowed an Auto Title Loan in the Past 12 Months

Parenting students were more likely to use a credit card, borrow a pay day loan, or borrow an auto title loan compared to students not financially supporting children.

Net Promoter Score

Net Promoter Score

Respondents at two-year institutions were more likely to report that it is important that they support their family financially while in college at higher rates. (Q60)

  • More than half of two-year respondents agreed or strongly agreed that it is important that they support their family, compared to 41 percent of respondents at four-year institutions.

Respondents at two-year institutions were more likely to provide support for parents, children, spouses, and other family members. (Q47-50)

  • Twenty-two percent of two-year respondents and 20 percent of four-year respondents support parents or guardians financially. Fifteen percent of two-year respondents provide financial support for other family members while in school, compared to 11 percent of four-year respondents.
  • A quarter of two-year respondents provide financial support for a child or children while in school, compared to 12 percent of four-year respondents.
  • Respondents who support either a child/children or a parent/guardian financially while in school were more likely to say they would have trouble getting $500 in case of an emergency. See Appendix B for detailed tables on these findings.

Respondents who provide financial support for children tended to experience more hardships compared to those who were not financially supporting children. Higher percentages of parenting students:

    • Experienced low or very low food security, housing insecurity, and homelessness in the prior 12 months
    • Were first-generation students
    • Reported that their family’s finances were worse since the coronavirus outbreak
    • Reported receiving food assistance, unemployment assistance, housing assistance, utility assistance, and medical assistance in the prior 12 months
  • Working was also more common among respondents who provide financial support for children. Much higher percentages of parenting students considered themselves to be workers who go to school, rather than students who work. Additionally, higher percentages of parenting students reported working at least 40 hours per week compared to students who did not financially support children.
  • Parenting students were more likely to use a credit card, borrow a pay day loan, or borrow an auto title loan compared to students not financially supporting children.
  • The way parenting students paid for college was different in many ways compared to students who were not financially supporting children. Parenting students were more likely to borrow student loans, use credit cards, and receive a Pell grant or other grants. They were less likely to receive scholarships or receive support from parents or family.
  • Interestingly, parenting students appear to feel connected to, and appreciative of, their institution. On average, parenting students had drastically higher net promoter scores, in both two-year and four-year institutions, than students who were not financially supporting children. The higher the score, the more likely the student is to recommend their institution to a friend or family member.

Despite the significant obstacles faced by parenting students, they became strong supporters of their colleges, likely to recommend the institution to their friends and family. The next section documents how many students confronted a different set of challenges associated with the COVID-19 pandemic.

Students who support other family members while they are in college need special considerations.

Problem:

Students who support family members while they are in college may have narrower windows of time to interact with colleges, may lack aid packages that are sensitive to the true costs they encounter, and may become offended by the unformed assumptions they feel from staff and faculty.

Solution:

Train faculty, staff, and on-campus mental health providers on the unique experiences of student caregivers. Institutions can educate faculty and staff on the realities and stressors faced by parenting students during college (financial insecurity, basic needs insecurity, dependent care, etc.) to foster a culture of empathy and caring for these, and all, students. Having mental health professionals, social workers, and other staff trained and knowledgeable in trauma-informed care is also essential.51

Solution:

Ensure parents have affordable, reliable access to childcare (on- or off-campus). At Monroe Community College in upstate New York, students with dependent children who used on-campus childcare were nearly three times more likely to graduate than student parents who did not use the center.52 Pre-pandemic, some institutions found success with a co-op model, where parenting students (who cannot afford the associated costs) work in the childcare center a certain number of hours a week for a discount on fees. Institutions can also assist students in locating and applying for local, state, federal, and private resources to pay for childcare.

<< Back to Main Report Page