Date

8-20-2026

Department

School of Education

Degree

Doctor of Philosophy in Higher Education Administration (PhD)

Chair

Mary Cathrine Strickland

Keywords

hermeneutic phenomenology, higher education, single-parent students, support strategies

Disciplines

Educational Leadership

Abstract

The purpose of this hermeneutic phenomenological study was to understand the lived experiences utilizing parenting student support programs for single-parent students at higher education institutions in the United States. At this stage in the research, the lived experiences of utilizing parenting programs were generally defined as those students who had utilized programs or interventions that had been created or employed to directly or indirectly address the challenges faced by single-parent students while pursuing their advanced education. The theory guiding this study was Maslow’s hierarchy of needs. The study sought to answer the question: What are the lived experiences of single-parent students in higher education institutions that have programs aimed at addressing their needs? Individual interviews, focus groups, and letter writing were used to gain a rich understanding of single-parent students’ lived experiences. Data analysis followed a systematic process including open coding, thematic analysis, and frequency counts to determine themes and subthemes to identify patterns and meaning following van Manen's research method. These are the five themes that were revealed through the study's findings: challenges with physiological experiences, psychological and belonging needs, self-fulfillment needs experiences, the hidden nature of support services, and parental motivation enabling self-actualization. Single-parent students carry physical and emotional burdens yet engage purpose and resilience from parenting to pursue growth, highlighting the need for more visible and accessible institutional supports to ease struggles and better address single-parent student needs.

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