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theses

This narrative study investigated how doctoral student mothers of young children manage the responsibilities of school, work, and motherhood, the strategies they used and the conflicts they experienced when trying to achieve balance, their motivation to persist despite their many responsibilities, and how their experiences contribute to educational practice and policy.

Three bodies of literature were examined: feminist theories of gender roles and mothering, cultural constructions of motherhood, and motherhood and academia. Research that focused directly on the experiences of graduate and doctoral student mothers was critical to the theoretical framing of this study.

This study utilized snowball sampling to identify nine doctoral student mothers to participate in the study. The study used between two and four interviews and check-in conversations which lasted between one and a half and three and a half hours with each participant. Additionally, websites were reviewed and coding transcripts revealed frequent themes for balance, conflict, and motivation. Member checking, triangulation, and use of the participant’s own words were utilized to add to the validity of the study.

The participants achieved a reasonable balance among their roles by utilizing time management and compartmentalization, delegation of childcare and household responsibilities, and accepting mentoring and support. Conflicts cited were financial constraints, health insurance, differences in cultural expectations, and structural lag; the delay that occurs when the changes in social structures do not occur as quickly as the changes in people’s lives (Riley and Riley, 1994). The participants were motivated to pursue a research doctorate for a career as a professor, researcher, or higher education administrator. They chose to have children while pursuing a doctorate because of the flexible schedule of a graduate student, the “readiness” of their relationship with their spouse or partner to welcome a child, and an overall idea of “if not now, then when” because there are always competing demands in life. Participants cited career and professional opportunities, financial security, health care benefits, and the desire to feel a sense of accomplishment and be a role model as motivations to persist while navigating the balance of work, school, and family. They stated that it was time to focus on their children, and that they would regret it if they did not complete the degree. The purpose of this study is to understand the experiences of these doctoral student mothers and to reveal how outdated ideas about ideal workers, ideal students, ideal mothers, and gendered norms are present in the campus climate and culture. The study is aimed at helping universities provide a better physical plan and an emotionally supportive environment for students.

ETD_10983

Ed.D.

Includes bibliographical references

doi:10.7282/t3-bwvr-q842

ETD doctoral

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