College-based Remote Childcare During COVID-19: Associations to Student-Parents' Well-being, Parenting, and Academic Success

• In Event: Poster Session 11
  In Poster Session: PS 11 Topic - School Readiness/Childcare

Abstract

A growing number of college students are raising children in the U.S.—approximately 4 million (22%) are undergraduates (2.7 million mothers); 62% of student-mothers are single-parents (IWPR, 2018). Prior to the COVID-19 pandemic, low-income student-mothers were at highest risk for dropping out of college (IWPR, 2018), and now coping with the added stress of attending college when on-campus childcare is closed and moved to remote childcare support due to COVID-19. Lack of access to onsite childcare further threatens student-parents ability to support their children’s development and challenges their ability to obtain their college degree, which in turn, negatively impacts their well-being, parenting, and child outcomes (Fernald et al., 2012). The study explores pathways through which remote university-based childcare programs promote student-parents’ success academically and their parenting during the initial months of childcare shutdown due to COVID-19—focusing on parental well-being, engagement and academic success; and children’s development.

Participants/procedures. This pilot study includes 50 ethnically/racially diverse low-income student-parents and their children (12- to 60-months) who attend a college-based remote childcare center in a large city during COVID-19. Initially, a semi-structured qualitive interview was conducted with a subset of student-parents’ (n=12) to have deeper understanding of their experiences with remote childcare. The study also analyzes college records and a parent survey to report on the program impacts on parent well-being (depression and stress), engagement and academic success (GPA, study habits, credits, graduation). Child outcomes were measured using the Ages and Stages Questionnaire.

Results. Preliminary qualitative findings indicated that overall parents had positive experiences at home with their children and managed, despite challenges in their multiple roles as parents, students and at times employees. Several parents also experienced COVID-19 and/or supported immediate family members who became ill. Teachers were effective assisting in the transition to the lockdown, stabilizing routines, providing continuity, and enhancing support systems at a juncture of extreme stress, change and challenge. ECC’s remote learning services provided critical supports for children and parents, including: strategies to help parents manage their child’s activities at home; meaningful routines, and schedules for their child to ensure continuity at a time of uncertainty; opportunities for Zoom events involving social interactions with teachers and peers; and tools to foster healthy child development and learning. The program could not create the additional time parents needed for online classes and college study, however, it eased the process and enriched time spent parenting. Although it helped most student-parents cope and complete the college term, all parents noted that it was “not a sufficient substitute for childcare.” Further analyses will examine student-parents’ academic success, parental wellbeing (depression and stress), parent engagement and child outcomes.

Conclusion. Providing remote childcare at an urban college campus was a valuable service for low-income student-parents during the time of COVID-19, however, it is not a substitute for in-person childcare. Since obtaining a college-degree can benefit parent and child alike, policies aimed to enhance the education of existing student-parents, must consider the childcare needs of college students and ensure delivery of high-quality childcare.

Authors

• Tracey Dewart, Research Scientist
  Non-Presenting Author

• Jahnavi DeSousa, The Graduate Center, CUNY
  Non-Presenting Author

• Colleen Goddard, ECC, Brooklyn College, CUNY
  Non-Presenting Author

• Jacqueline Dee Shannon, Brooklyn College, CUNY
  Presenting Author