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This innovative practice WIP paper describes a pioneering National Science Foundation-supported research project designed to address the underrepresentation of minority groups in STEM fields by meeting the educational needs of community college student parents. The Holistic Oasis for Parents’ Education (HOPE) Program at Hostos Community College centers on a dual-enrollment model, wherein community college parenting students (HOPE Scholars) pursue their academic goals by taking STEM courses during the summer while their children, ranging from kindergarten through fifth grade, are engaged in enriching hands-on STEM activities on the college campus. By aligning the educational pursuits of parents and children, this program supports the academic advancement of adult learners and fosters a positive learning environment for the next generation. The Program's holistic approach empowers HOPE Scholars to accumulate summer credits in STEM courses and nurtures the STEM talent pipeline by inspiring the younger generation. 

The Holistic Oasis for Parents’ Education (HOPE) Program is an on-campus summer program designed to serve the whole student with a three-dimensional support model. Low-income, Black, and Hispanic parents experienced some of the most egregious effects of the COVID-19 pandemic, which reflects the demographics of one in three Hostos Community College students. This five-year National Science Foundation grant–funded research program provides crucial support and research on an underserved and understudied group in higher education: pregnant and parenting students. Purpose of Study: The purpose of this paper is to describe the history and context of parenting students at Hostos Community College, to describe the HOPE three-dimensional (3D) model, to provide some preliminary findings on belonging from our first two cohorts, and to share challenges and future directions. Research Design: This study utilizes a mixed methods approach that includes qualitative and quantitative research with each HOPE cohort of parenting students and quantitative research with a quasi-control group of parenting students. Conclusion/Recommendations: The research on belonging from the first two years of the HOPE Program demonstrates a positive sense of belonging to the program and to their peers in the program. The HOPE 3D model stands as an example of effective holistic programming for pregnant and parenting students but could be adopted or adapted for other groups of underrepresented students.