NARROWING THE EDUCATIONAL INEQUITY GAP FOR PREGNANT AND PARENTING COLLEGE STUDENTS THROUGH FACULTY ENGAGEMENT

Abstract

Pregnant and parenting college students often face additional barriers when completing their studies. One specific barrier is the lack of support from their educational institutions. This study focused on how college faculty members' perceptions of parenting students influenced their teaching methodologies, which in turn impacted the educational equity of pregnant and parenting students. This study also assessed faculty perceptions of the extent to which the university where the study was conducted applied the most recent Title IX requirements and best practices within the state university system. Lastly, the study examined how faculty participation in Title IX professional development affected their attitudes toward parenting students and their readiness to implement Title IX adjustments in their classes. Mixed methods within an action research methodology were utilized across three phases. Before and after the professional development around Title IX, faculty members' knowledge and willingness to implement Title IX measures in their classroom practices were assessed. This data was collected through pre- and post-surveys and follow-up interviews. The findings of this study demonstrated a notable shift in the participants' understanding and awareness of the educational inequities that pregnant and parenting college students often face, following participation in professional development centered around Title IX awareness. In addition, the frequency in which instructors indicated they would integrate Title IX provisions increased following this professional development. According to the findings of this study, increased faculty awareness and engagement in Title IX learning opportunities could potentially improve the educational experience and access to an equitable education of pregnant and parenting students, which supports the need for additional research.