"On a Tightrope": a phenomenological study of first-generation doctoral mothers

Martin, Maria M. (2023) "On a Tightrope": a phenomenological study of first-generation doctoral mothers. Doctoral thesis, Northern Arizona University.

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Abstract

While doctoral training can be a challenge for a student of any background, there are specific challenges that face first-generation doctoral students. In addition, over the last decade, the number of women completing doctoral degrees has continued to increase. Many women in doctoral programs also have children at home and professional responsibilities. Together, this prompts the need for additional scholarly research to study the intersection of these identities. The purpose of this study is to describe the experiences of first-generation college graduates who are pursing doctoral training in addition to being working mothers. In this study, I used a phenomenological design with feminist standpoint theory and role conflict theory to seek a better understanding of the lived experiences of first-generation women doctoral students. This qualitative study included thirteen women in doctoral programs at the time of the interviews. Their experiences were nuanced, but using phenomenological analysis strategies, I provide textural descriptions of the essence of their experiences. From there, I explored the findings of three major themes. The women in this study experienced (1) unattainable work-life balance for doctoral students, (2) (problematizing) stories of grit and resilience, and (3) the women use agency to create community. Considering these findings, this study revealed how these thirteen first-generation women doctoral students attempted to balance their academic, professional, and mothering responsibilities and the importance of their relationships with advisors and peers. This study also revealed the challenges that the women in this study faced. More specifically, they faced challenges surrounding insufficient pay, conflicting demands on their time, and navigating an unknown process. These findings point to implications for practice and future research to reimagine doctoral training and encourage doctoral programs to embrace necessary accommodations to better support these women.

Item Type:	Thesis (Doctoral)
Publisher’s Statement:	© Copyright is held by the author. Digital access to this material is made possible by the Cline Library, Northern Arizona University. Further transmission, reproduction or presentation of protected items is prohibited except with permission of the author.
Keywords:	Doctoral Mother; Doctoral Student; Doctoral Training; Feminist Standpoint Theory; First-Generation; Women college students; Phenomenology
Subjects:	L Education > LC Special aspects of education
NAU Depositing Author Academic Status:	Student
Department/Unit:	Graduate College > Theses and Dissertations College of Education > Educational Leadership
Date Deposited:	22 May 2025 17:01
Last Modified:	22 May 2025 17:01
URI:	https://openknowledge.nau.edu/id/eprint/6163

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