Ambivalent attitudes inform peer perceptions of pregnant and parenting students

Abstract

Student success in university is influenced by the strength of peer relationships, especially for the growing population of pregnant and parenting (P&P) students. Although the P&P student population now comprises nearly one-quarter of all students, high drop-out rates illustrate the importance of examining the interactions between P&P students and their non- pregnant and non-parenting (non-P&P) counterparts. This study examined non-P&P students’ perceptions and stereotypes about P&P students, their valance and impact on interactions between these student populations, and the values that inform ideas about accommodations for P&P students. Twenty-five undergraduate students participated in semi-structured focus groups of 1-8 participants each. Reflexive thematic analysis generated the core theme of ambivalent attitudes inform ideas about P&P students. This encompassed five secondary themes. The first secondary theme was stereotypes influence the perception of P&P students, and the second was perceptions of P&P students are influenced by an appreciation for the challenges they face. Though P&P students need a supportive environment to succeed, they are rarely noticed in the classroom, and it should remain that way was the third secondary theme. The fourth secondary theme was ambivalent attitudes about campus climate. The final secondary theme was there should be constraints around the resources available to P&P students, which had two subthemes of P&P students should have access to accommodations and other resources and accommodations should only be available for genuine, uncontrollable circumstances. Implications for this research are discussed.