The number of college students who serve as caregivers is growing in higher education. One study by Levine et al. (2005) reported that up to 160,000 college students served as caregivers at that time. A 2020 study reported that by 2020, approximately 5 million of the nation’s caregivers were enrolled in higher education in the U.S. (AARP & National Alliance for Caregiving). More recently, Marshall and Naumann (2024) found that 45.5% of students in their study identified as caregivers. Despite these trends, institutions continue to struggle to address the unique needs of these caregivers.
This case study follows Heriberta, a student caregiver striving to balance academics with her responsibilities at home. In order to pass a course, she must conduct fieldwork, a requirement she cannot fulfill due to her responsibilities. Heriberta turns to her professor and academic advisor for support but is met with a lack of understanding. She then turns to the Department Chair for support.
Keywords: Student caregivers, institutional leadership, Educational equity, intersectionality
Primary Characters
Heriberta (She/Her) is a third-year psychology major at Skyline University with a 4.0 GPA. As a first-generation Latina student, Heriberta is committed to her academics, but she also serves as a full-time caregiver for her seven-year-old brother and aging grandmother.
Dr. Jacqueline (She/Her) is a Greek, tenured psychology professor at Skyline University with 35 years of experience. As one of the top professors in the department, she is known for her rigorous standards and challenging coursework. However, Dr. Jacqueline struggles to connect with students on a personal level.
Mr. Charlie (He/Him) is Cherokee and has served as an academic advisor at Skyline University for 15 years. He is known for his energetic personality and unwavering commitment to supporting students. He is well-respected within the psychology department. However, his optimism often leads him to overlook important student issues.
Dr. Julio (He/Him) is a Latino, tenured psychology professor at Skyline University with 10 years of experience. He was recently elected Psychology Department Chair. Although he has not held a major leadership role and lacks strong professional relationships with many of his colleagues, he is committed to the university and its students.
Context
This case study takes place at Skyline University (SU), a public, four-year Hispanic-Serving Institution (HSI) located in Southern California. SU serves a student population of 40,000, with approximately 31,000 students identifying as Latinx. As an HSI, SU’s mission emphasizes a commitment to fostering an inclusive environment where students, faculty, and staff collaborate to promote equity and address the evolving needs of Latinx and historically marginalized populations.
Despite these efforts, a specific subgroup within the Latinx student population remains underserved: student caregivers. With most student caregivers coming from Latinx backgrounds (Marshall & Naumann, 2024), SU is required to meet this community’s needs. However, the university is often unaware of student caregivers’ perspectives and does not provide adequate resources or support to serve them effectively.
Case
Monday – 8:30 AM
After dropping her brother at school, Heriberta rushed to campus for her class. Dr. Jacqueline began with a firm reminder to the class:
“You should all be securing your fieldwork sites by now.”
Fieldwork? Caught off guard, Heriberta checked the syllabus. To her surprise, she found that fieldwork hours are mandatory for passing the course. Heriberta’s mind raced. How am I going to do fieldwork? I have to take care of Abuelita and can’t leave my brother alone. Maybe there’s an alternative. I’ll talk to Dr. Jacqueline after class.
After class, Heriberta spoke with Dr. Jacqueline.
Heriberta: “Great class, Dr. Jacqueline!”
Dr. Jacqueline: “Thank you.”
Heriberta: “Yeah… I’m concerned about the fieldwork requirement. I take care of my grandma and brother, so I don’t have the flexibility to be out of the house for too long.”
Dr. Jacqueline: “Then how are you here?”
Heriberta: “I am only on campus when necessary, and then I head straight home after. I have small windows of time, but extended hours of fieldwork just aren’t feasible for me.”
Dr. Jacqueline: “If school really mattered to you, you’d find a way.”
The words stung. Heriberta was hurt and embarrassed. The rest of the day was a blur. All Heriberta could think about were Dr. Jacqueline’s harsh words and how to complete the fieldwork hours. Suddenly, Heriberta remembered Mr. Charlie! She recalled how kind he was and scheduled a phone appointment with him for the following day.
Tuesday – 12:13 PM
As Abuelita rested, Heriberta sat by the kitchen clock, waiting for her 12:15 call. Suddenly, the phone rang.
Heriberta: “Hello, Mr. Charlie!”
Mr. Charlie: “Hi Heriberta! How are you?”
Heriberta: “I’m alright, just a bit stressed. I have a class with Dr. Jacqueline, and I just found out we’re required to complete fieldwork. Because of my responsibilities at home, I can’t be away for long. I tried telling Dr. Jacqueline this, but she didn’t really understand or help. I’m worried. I want to pass this class. How can I fulfill the fieldwork requirement without leaving home? Are there alternatives?”
There was a pause.
Mr. Charlie: “Well, the goal of fieldwork is to gain hands-on experience and build professional connections.”
Heriberta: “I understand, and I would love to do that, but I’m needed at home.”
Mr. Charlie: “You’re a caregiver?”
Heriberta: “Yes.”
Mr. Charlie: “Oh, Heriberta, that’s unfortunate. You’re young, you’re not supposed to be doing that. When will it end?”
Heriberta felt a knot in her stomach. End? This wasn’t temporary. This was her life.
Heriberta: “Not anytime soon.”
Mr. Charlie: “Well, you’re going to have to get help, Heriberta, or else you’re going to miss out on the fieldwork opportunity. These opportunities only come once, and you need to take them before it’s too late. Try asking someone else to take on the caregiving.”
Heriberta held back her tears. If there were someone else, I wouldn’t be doing it.
Disappointed in the conversation, Heriberta decided to end it.
Heriberta: “You’re right, Mr. Charlie. Thank you.”
Mr. Charlie: “Anytime! Glad we cleared that up!”
But nothing was resolved. Mr. Charlie’s advice wasn’t feasible. Heriberta did not have the luxury of walking away from her responsibilities or the resources to hire someone to take them on.
That night, Heriberta lay awake, reflecting on how no one had listened or helped. She knew she had to take further action. Determined not to fail her class, she came up with a plan.
Wednesday – 7:50 AM
Hopeful and determined, Heriberta arrived on campus early and made her way to the top floor of the psychology building. There, she found the Department Chair’s office door open. She took a deep breath and poked her head in.
Heriberta: “Hello, Dr. Julio, may I come in?”
Dr. Julio: “Of course! Please come in. What can I do for you today?”
Heriberta took another deep breath and shared everything–her caregiving duties, the fieldwork requirement, the disheartening response she received from both Dr. Jacqueline and Mr. Charlie. Dr. Julio listened intently.
Dr. Julio: “Thank you for trusting me with this information, Heriberta. I commend your courage and recognize that you’re not trying to avoid this responsibility, but rather, you face barriers beyond your control. I’m going to look into this personally and see what options we can create for you.”
Heriberta smiled from ear to ear.
Heriberta: “Thank you, Dr. Julio!”
Dr. Julio: “Of course, and please don’t hesitate to reach out again if you need anything.”
Heriberta walked out with a new sense of hope, as Dr. Julio sank into his chair. He could not believe how Heriberta had been treated. Even more troubling, he was not sure what to do. He understood the importance of rules and expectations but also recognized that students have unique needs. To make matters worse, the timing was bad. Having just started as Department Chair Dr. Julio was navigating leadership dynamics and had yet to earn his peers’ respect. Now he was in the middle of a delicate situation involving two respected colleagues.
Dr. Julio was uneasy, but he knew he needed to help Heriberta.
Discussion Questions:
- How can faculty apply equitable practices in their work to support students with caregiving responsibilities while maintaining academic rigor and ensuring fairness?
- What are the unique responsibilities of faculty at an HSI? How can faculty and staff support Latinx students with intersecting identities, such as those who are disabled, a part of the LGBTQ+ community, or, in this case, caregivers?
- What actions might you take to address Heriberta’s needs while also honoring Dr. Jacqueline’s academic freedom? How would you address/prevent similar issues in the future?
Author Bio:
Jennifer Cruz (She/Her) is a graduate student in the Master of Science in Higher Education program at California State University, Fullerton. Committed to uplifting marginalized communities, she serves as an ambassador for Millionaire Mind Kids, providing mentorship and resources to empower Black adolescents in STEM fields.
References
AARP & National Alliance for Caregiving (2020). Caregiving in the United States 2020.
https://www.aarp.org/content/dam/aarp/ppi/2020/05/full-report-caregiving-in-the-united-states.doi.10.26419-2Fppi.00103.001.pdf
Levine C, Hunt GG, Halper D, Hart AY, Lautz J, Gould DA (2005) Young adult caregivers: a first look at an unstudied population. American Journal of Public Health, 95(11):2071–75. https://pmc.ncbi.nlm.nih.gov/articles/PMC1449485/.
Marshall, S. R., & Naumann, L. P. (2024). “Is it worth it?”: Academic-related guilt among college student caregivers. Journal of Diversity in Higher Education, 17(2), 123-137. https://doi.org/10.1037/dhe0000605.