Advisor(s)

Mary Ann Bodine Al-Sharif

Committee Member(s)

Ethan Swingle
Shannon McCarthy

Document Type

Thesis

Date of Award

6-1-2026

Degree Name

Master of Science (MS)

School

School of Education

Department

Education

Abstract

Graduate student mothers represent a growing but often overlooked population within higher education. While research has examined the experiences of undergraduate student parents, significantly less attention has been given to graduate students who balance academic responsibilities with motherhood. This study explores the experiences of graduate student mothers enrolled at public four-year institutions, focusing on the institutional, financial, and social barriers that shape their academic success and participation in campus life. Using a phenomenological approach, this research seeks to understand how graduate student mothers navigate the dual roles of parenting and pursuing advanced degrees. The study employs a Borderland Theoretical Framework that integrates Intersectionality, Resilience Theory, Baxter Magolda’s Theory of Self-Authorship, and Bronfenbrenner’s Ecological Systems Theory to provide a comprehensive lens for examining mothers' experiences as they navigate graduate education called the “Seek and Find Model”. Key findings reveal that graduate student mothers face unique challenges as they navigate their identities across their roles as students, parents, and in many cases, full?time workers. Many participants described feeling pressure to be strong and show up for others, even during moments when they may be struggling themselves. Despite these challenges, two key themes emerged that kept women motivated to persist in their programs. First, their hopes for their children served as a strong driving force, with many wanting to model that their individual goals and dreams are achievable. Second, support from their “village” played a critical role, though this support looked different for each individual. The participants shared that their experiences often required effort and pressure on their part to keep up with the demands of “juggling” and “balancing” their multiple roles. When viewed through the “Seek and Find Model”, these experiences suggest that graduate student mothers develop their identities uniquely when compared to traditional students, as they must navigate their environments and ecological systems in more complex and intentional ways. This research contributes to the literature on nontraditional students and student parents by centering the lived experiences of graduate student mothers and identifying institutional supports that promote persistence, academic success, and a sense of belonging. Additionally, this research centers mothers’ voices to create more inclusive institutional policies and support systems.

Keywords

Borderlands;graduate students;Intersectionality;meaning-making;mothers;Self-Authorship

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