Invisibility, belonging, and finding a balance: a mixed methods study on young fathers' journeys through higher education

A limited number of qualitative studies have examined young student-fathers’ experiences in UK higher education, identifying key challenges for this student group, including accessing information, managing the student-father role, and finances and childcare. Further research is needed to ensure young student-fathers’ experiences of HE across the UK are more fully understood to be able to identify their support needs and promote equality of access and participation for this student group. Accordingly, this PhD study explored the experiences of young student-fathers in the UK, focusing on how their experiences changed over time, the perceived benefits of studying, the barriers and challenges they encountered, and how they persisted, despite these. Employing a three-phase mixed methods approach, the study synthesises the findings from the analysis of semi-structured interviews with young student-fathers (n=6), qualitative questionnaires completed by HE professionals (n=14), and quantitative data collected from UK universities (n=113) through Freedom of Information Act (2000) requests. I argue that there are three key challenges young student-fathers may face in HE. These are: low visibility within the HE domain, difficulty in cultivating a sense of belonging, and problems with balancing the demands of studying and family life. The study demonstrates young student-fathers' reliance on the self and existing informal networks for support in overcoming these challenges. Drawing on Clark’s (2000) work/family border theory, and Todd’s (2023b) theory on the factors for student-parent success, I identify and explore the processes and factors that contribute to these challenges at an individual, departmental, institutional, and societal level and the potential impact of these challenges on young student-fathers' success in HE, thereby adding to knowledge in this area. I propose recommendations to increase young student-father visibility and improve HE support provision to promote the success of this overlooked and unconsidered student group.