Campus Child Care Declining Despite Growing Numbers of College Students Raising Children

WASHINGTON, DC —While the number of college students with dependent children has been growing, and more than one in four college students (4.8 million undergraduate students) in the U.S. are raising children, campus-based child care has been declining, according to new analysis by the Institute for Women’s Policy Research (IWPR). Campus child care has decreased most dramatically at community colleges — where nearly half (45 percent) of all students with children are enrolled. Less than half of all two-year institutions offer campus child care services. The proportion of community colleges with child care on campus declined from a high of 53 percent in 2003-2004, to 46 percent in 2013. IWPR’s analysis is based on 2013 data from the U.S. Department of Education’s Integrated Postsecondary Education Data System (IPEDS).

Child care, which is essential for allowing a parent to attend school or study, can be prohibitively expensive, and eligibility requirements can make it difficult for college students to access the limited number of federally-funded child-care subsidies. A 2014 IWPR survey of female community college students in Mississippi found that 24 percent of respondents had taken time off from school because of insufficient child care.

IWPR research also finds that being a student parent is associated with high levels of unmet financial need, low levels of college completion and high levels of debt upon graduation. Sixty-one percent of student parents have no money to contribute to college expenses, and among single students with children, 88 percent are low income. Student mothers’ average undergraduate debt one year after graduation is approximately $3,800 more than that of female students with no children, and nearly $5,000 more than that of male students with no children.

“College students who are raising children make up a substantial share of the student population, and face tremendous challenges balancing school, parenthood, and work. Postsecondary support systems have a long way to go in making campuses family friendly for their students,” says IWPR Vice President and Executive Director Barbara Gault, Ph.D.Greater access to child care would help student parents complete college and achieve lasting economic security.”

Women are disproportionately likely to be balancing college and parenthood, many without the support of a spouse or partner. Women are 71 percent of student parents, and single mothers make up 43 percent of the student parent population. In contrast, only 11 percent of student parents are single fathers. Women college students of color are more likely than other college students to have dependent children: nearly half of all African American women in college are mothers.

The Institute for Women's Policy Research (IWPR) is a 501(c)(3) tax-exempt organization that conducts rigorous research and disseminates its findings to address the needs of women and their families, promote public dialogue and strengthen communities and societies.

Featured

  • Indiana University Launches Capital Campus in D.C.

    Indiana University recently held a ribbon-cutting ceremony for the new IU Capital Campus in Washington, D.C., according to university news. The eight-story facility will provide a central hub for the university’s existing programs and business operations based in D.C., uniting them under one roof and providing the opportunity to expand.

  • Classical building columns display digital data streams

    The Campus Nervous System: Why Facilities Risk Is Now a Leadership Issue in Higher Education

    Facility performance now intersects with safety, compliance, on-campus experience, institutional reputation, and financial resilience. That places it firmly on the leadership agenda.

  • California High School Opens New Classroom Building for 7th-, 8th-Graders

    Santa Rosa City Schools in Santa Rosa, Calif., recently announced the completion of a new classroom building for Piner High School. As the campus transitions to a Junior/Senior High School, the facility will play home to the school’s new population of seventh- and eighth-grade students.

  • Designing for Every Mind

    Learning environments have the power to shape not just what students know, but who they become. When a school is designed with genuine empathy—for the full range of ways students think, sense, and engage with the world—it becomes more than a building. It becomes a catalyst for growth, confidence, and belonging. That is the animating idea behind neurodiverse design, and it is one that is transforming how more architects and designers are thinking about school design.