Growing populations of emerging adults are demographically diverse in terms of race/ethnicity, socioeconomic status, and immigration history in the United States and many attend community colleges. Yet, we still do not fully understand the developmental experiences of emerging adults in community colleges which mostly serve low-income, ethnically diverse immigrant-origin commuter populations. This descriptive mixed-method study examined the ways in which (N = 645) 18- to 25-year-old students at three community college campuses in the Northeast United States perceive adulthood and identify criteria for adulthood. Participants responded to measures of subjective sense of adulthood and responsibilities for family, community, and work, as well as provided an open-ended response to criteria for adulthood. Subjective sense of adulthood significantly increased with age. Participants listed responsibilities for themselves and others, independence, and role transitions as the three most important criteria characteristic of adulthood. Findings revealed that as community college students emerge into adulthood, they engage in multiple social responsibilities as they navigate community college. Furthermore, engaging with community responsibilities was associated with higher levels of subjective sense of adulthood. These data point to the possible existence of a sixth pillar of emerging adulthood, caring for others. Community colleges need to take into account the various social responsibilities present in students’ lives, not only as a competing responsibility on the road to degree attainment but as a resource to be drawn upon. We must find ways for these youth to contribute to both the institutional and economic structures that they find themselves embedded within.
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