Central to empowering individuals is providing them with personal support services alongside career services. Wraparound services offer such support, as they assist students with personalized services to meet their academic needs. Examples of such assistance include food pantries, clothing closets and child care services.
Wraparound services are especially important for a particularly vulnerable group of students: special populations. Perkins V designated nine categories of special populations, calling attention to the unique barriers that certain individuals experience as they navigate their education and careers.
Special populations are historically underserved individuals who face challenges in accessing and succeeding in CTE programs. The purpose of this literature review is to underscore the need for and to highlight the impact of wraparound services for special populations. Maslow’s hierarchy of needs is the conceptual basis for this article, as the theory asserts that individuals must have their basic needs met before they can be successful in school and at work.
Multiple studies have revealed that meeting students’ basic needs empowers them to succeed academically. These include Ellis et al., 2022; Godfrey et al., 2017; Huerta et al., 2022; Nix et al., 2021; and Salazar & Schelbe, 2021.
Three guiding questions
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- What are some of the needs of special populations in higher education?
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- What are some wraparound services that special populations receive or need?
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- How can institutions enhance career development for special populations?
It is not within the scope of this article to discuss all nine categories of special populations. Thus this literature review focuses on single parents and foster care alumni. It is important to note how many services can be beneficial for all categories of special populations, such as transportation and housing assistance. This is especially important since many individuals fall into more than one category of special populations.
Wraparound services
Research into the Florida College System (FCS) offers an inside look at what happens when institutions offer holistic assistance such as housing, food, transportation and child care to address students’ basic needs insecurity. In 2021, researchers conducted a study of 21 institutions to ascertain how they meet students’ basic needs and the impacts therein.
Community colleges enroll a high percentage of students who face multiple social and financial burdens, with low-income and student parents among those challenged by marginalization and needs insecurity (Nix et al., 2021). Services that benefit students include food pantries, housing vouchers, baby items and bus passes.
The research has shown a correlation between meeting students’ needs and their success in education and career development. Further, this work often aligns with the mission of the institution.
Supporting student parents
More than 20% of undergraduates are student parents, but only 37% complete their programs within six years. Student parents face a multitude of barriers — like being able to afford child care, balancing work-school, and having support systems. And these stressors can affect their career development and ability to complete their programs (Huerta et al., 2022). Research underscores the importance of addressing each parent’s needs to improve their career outcomes (Godfrey et al., 2017; Huerta et al., 2022; Nix et al., 2021).
Researchers interviewed 67 student parents at a college in Southern California; many of whom were parents. While they faced burdens as student parents, many also experienced inequities as students of color (Huerta et al., 2022). Interviews with the students showed many do not have their needs addressed and do not know where to seek help on campus. This lack of guidance is an ongoing theme.
Though schools have child care services, many students don’t know about them or how to access them (Godfrey et al., 2017). It is important to address this issue since child care is critical to the success of student parents. Research has shown that many students who have younger children drop out of school. And and they often experience shame and stigma when they bring their children to campus (Huerta et al., 2022).
How can educators and administrators create family friendly spaces on campus?
A library at the University of Utah sought to create inclusive spaces for students and their children to provide learning support and retain student parents at the institution. A task force conducted surveys and focus groups and ultimately created an innovative and family-friendly space. This came complete with card entry, toys and a child-friendly technology, lactation spaces, and comfortable seating (Godfrey et al., 2017). The task force was intentional in its outreach efforts to bring other organizations into the project, including the admissions office, child care coordinators, women’s associations, and health and safety organizations.
Community connections were pivotal to the success of the initiative, not only for bringing in funds, as the library was awarded a $15,000 grant (Godfrey et al., 2017), but also for inspiring collaboration and facilitating personal and professional growth. Within a safe space like the library, student parents may gain access to basic needs assistance and career development services. The research emphasizes the importance of combining on-campus resources into a one-stop area for student parents (Huerta et al., 2002).
Empowering foster care alumni
Students who are foster care alumni experience barriers similar to those of student parents, such as food and housing insecurity, mental health issues, and a lack of support systems (Ellis et al., 2022; Salazar & Schelbe, 2021).
A study of 262 students who participated in foster care alumni scholarship programs revealed the importance of supporting these individuals. The programs addressed multiple aspects of personal and career development support, such as helping students to create resumes and build life skills. Results from the programs showed that students enhanced their interpersonal relationships and gained skills for life and work (Salazar & Schelbe, 2021).
Ellis et al.’s (2022) study of 30 foster care alumni contributed to the scholarship. Upon receiving aid such as housing assistance and skills training, students graduated in higher numbers. This reemphasizes the importance of community support for students. It is likewise important to note that foster care alumni may lack personal connections, such as role models and individuals who give them guidance (Ellis et al., 2022; Salazar & Schelbe, 2021).
Conclusion
This research underscores the importance of providing wraparound services for special populations. Functional support systems can enhance their success in school, in their personal lives, and, ultimately, in the workforce. Student parents, foster care alumni, and students identified as members of other special populations often require institutional support for success. As individuals, students come from diverse backgrounds. And they face unique barriers on the path to their academic and career goals. Wraparound services should be just as diverse as the students they serve.
Summer Cisneros, M.A., is a career and college readiness educator.
WITH GRATITUDE
The author would like to thank Lisa Martino, Ph.D., associate lecturer and academic program coordinator at the University of Central Florida, for her guidance and support of this research.
