Two-generation (2Gen) programs and policies create opportunities that allow adults and the children in their lives to build on each other’s successes. Ensuring that both parents and children have access to affordable, high-quality educational opportunities, for example, is a core component of a 2Gen approach. Investments in the postsecondary success of parents with young children can increase attainment of credentials leading to good jobs, bring children the benefits of high-quality learning environments, promote later college-going among children, and improve family economic security across generations.

College is one of the most reliable routes to economic security for parents and their children. College credentials are linked to increased earnings, higher rates of employment, lower poverty rates, and improved economic and educational outcomes among the children of college graduates (Attewell and Lavin 2007; Carnevale, Rose, and Cheah 2011; Hout 2012; Reichlin Cruse, Milli, and Gault 2018). Student parents and their families stand to gain disproportionally from college degrees, through both short-term economic returns and long-term multigenerational benefits (Attewell and Lavin 2007; Gault, Milli, and Reichlin Cruse 2018; Magnuson 2007; Reichlin Cruse, Milli, and Gault 2018). College students with children, however, face financial and time demands that challenge their ability to enroll and persist in college. Students with children spend substantial time caring for their families, often work long hours, and face significant financial insecurity, which can make it difficult for them to complete their educational programs (IWPR 2019; Reichlin Cruse et al. 2018).

Examines the critical interactions between faculty and students having difficulties in managing school and family responsibilities in the U.S. Use of survey and critical interaction methods in data collection; Role of child care concerns in the negotiations with faculty members; Limitations in the options perceived by the students.

This article shows the power of education on economic well‐being of both married and single women with children.

This article explores the emotional responses to higher education of students with dependent children, and draws on 68 in-depth interviews conducted with student-parents in universities in the
UK and Denmark

Through interviews with 35 high-risk college students, the author examines two questions: (a) To what degree do high-risk college students possess self-authoring ways of knowing? and (b) What types of experiences are associated with development of self-authoring ways of knowing? Findings suggest high-risk college students often develop self-authoring ways of knowing prior to enrollment in college, especially if the students possess low levels of privilege.

The article follows previous work on TANF and AFDC by asking if not welfare, then what social programs and financial aid programs are low-income women using to support their college attendance, and what is the impact of these programs on the college-going decisions of low-income women? . Results indicated that EITC, food stamps, and subsidized housing are stable sources of funding.

Work—family issues of graduate students are nearly invisible, despite record numbers of men and women in graduate school during their peak childbearing years. Furthermore, very little is known about what, if any, services are available for graduate student parents. In this article we describe the theoretical and practical tensions between society's view of idealized mothering and academia's vision of graduate students as idealized workers.

College students have extraordinary demands on their time, and their instructors do not generally expect them to be parents. Some students feel that in fact they are expected to be bad parents, bad students, or both. The use of accounts allows student-parents to assert they are good parents even as they spend less time with their children and make their schoolwork a priority some of the time.

Postsecondary outcomes are significantly worse for student parents even though they earn higher GPA's on average. This study used institutional records and survey data from a large urban U.S. university to explore whether time poverty explains this trend.

These findings present a striking national snapshot of the barriers that student parents face, focusing on institutional policies, physical space, and culture that contribute to student-parent success.