Coping Strategies of Post-Graduate Student Mothers in Their Career Pursuits

Abstract

This study assessed coping strategies of post-graduate student mothers in their career pursuits in Kenya. Nevertheless, combining motherhood and studying without compromising the activities of either one is a great dilemma for female student parents. Therefore, this study sought to investigate the multiple roles of mothers in post-graduate studies; to learn more about the experiences of mothers who study at postgraduate level; and to analyze the effects of postgraduate study on women. Phenomenology study design was used in this study. Using a qualitative approach, the study gathered data from thirty-two female students, enrolled for post-graduate studies at the University of Nairobi, who were mothers of child (ren) eighteen years old or younger. The information gathered from student mothers was read and re-read and cull for like phrases and themes that were then grouped to form clusters of meaning. Through this process the researcher constructed the universal meaning of student mothers' experiences and arrived at a more profound understanding of the phenomenon. The findings of the study revealed that student mothers experienced conflict between various role commitments they often balanced such as childcare, domestic work and academic responsibilities. In spite of the fact that adjusting childcare obligations and student roles appeared to be hard to student mothers, they surmounted these challenges with exceedingly good organization, sound time management and by receiving family support. Further, student mothers were unequivocally inspired by the yearning for individual accomplishment, and the chance to make a better future for their families particularly their off springs. This is an unmistakable observation showing that post-graduate education rewarded women with a freedom, development, pride and accomplishment, and also building up their professions or careers. It additionally furnished them with a chance to develop and build up their own capacities while bringing up their off springs. This point of view departs from the negative perspective revealed in previous studies. The study concludes that the researcher's labeling of struggles and juggles in the lives of student mothers who study at post-graduate level was not accurate. This is because while women confirmed that the experiences during their study were difficult at times, they considered it to have positive, rather than negative impact on their lives. Therefore, this study turned out to be a powerful utilization of cross-checking on the grounds that the researcher was rectified by the student mothers. The input unearthed from this research brought about an alternate understanding of encounters of student mothers at post-graduate level.  This study recommends that the university faculty members should be considerate to student mothers and if possible work with the specific students to identify and address their needs. Post-graduate student mothers need to communicate with other household members of their added obligations and how they may be impacted by the learning. The government and universities should develop policies and procedures to address the unique needs of student mothers, devise programs for identifying student mothers at a higher risk of dropping out and put in place measures for their retention. Further research should compare circumstances of post-graduate mothers in different universities and faculties in Kenya. In addition, further research should explore specific family variables such as the experiences of single mothers pursuing post-graduate education.