Making It Work: How to Achieve Success As a Pregnant or Parenting Female Doctoral Student

Background and Purpose

More women than ever experience pregnancy and motherhood concurrently with their doctoral education (Offerman, 2011). Yet, parenting can limit the success for female students in doctoral programs (Mason, et al., 2013) with obstacles including familial duties (Wolfinger, et al., 2008), childcare responsibilities (Brown & Watson, 2010), and lack of systemic supports to accommodate mothers (e.g; lactation rooms, childcare subsidies, maternity leave policies).

Though women are now entering doctoral programs at higher rates than in previous decades, fewer women than men complete doctoral degrees (Fiske, 2012). Despite these lower rates of completion many find ways to finish programs successfully through personal and professional motivation (Wao & Onwuegbuzie, 2011), available support systems (Smith, et al., 2006), and effectively coping with stress (McAlpine & Norton, 2006). However, factors that facilitate success for doctoral student mothers remain not well understood. This study identified factors women believed contributed to their success in balancing the roles of mother and doctoral student and advice for female doctoral students considering pregnancy and/or mothering in doctoral programs.

Methods

In-depth interviews were conducted with women (N=28) who were enrolled in a healthcare related doctoral program (e.g., social work, clinical psychology, nursing) and experienced minimum one pregnancy as a doctoral student. Participants were primarily white (93%), married (100%), with an average age of 26 years. Interviews elicited the challenges and reasons for success, sources of support, and advice for fellow doctoral students. Interviews were face-to-face, over the phone, or on Skype, lasting 45-60 minutes. Interviews were recorded, transcribed verbatim, and analyzed through thematic analysis.

Results

Participants identified internal and external sources of success to balance pregnancy and/or transition to parenthood and school. Internal factors (being proactive, organized) were described by many women in how their work habits changed, including a shift in discipline and/or motivation. External factors, included the timing of pregnancy within their program and an available support system, both personally and in their program. Findings suggest students can rally some of these supports in a proactive manner, by talking to students and faculty who have experienced pregnancy in academia, exploring leave policies, and enlisting personal and university supports.

Participants also offered specific advice for doctoral students who are considering a pregnancy in their program, including finding good mentors (faculty or fellow student), obtaining supports (childcare), being proactive and strategic, and general encouragement that balancing pregnancy and doctoral education is possible and to simply, “go for it”.

Implications and Conclusion

Findings highlight the internal strategies to balance the dual roles of motherhood and doctoral studies while emphasizing the role of external sources of success in the completion of a doctoral program. As an increasing number of women are pregnant and parenting while in doctoral programs, social work doctoral programs can improve the available supports to successfully complete their doctorate. This includes normalizing pregnancy within the culture of academia, identifying implicit and explicit barriers for student success, and supporting the inherit strengths and motivating factors of female students who pursue pregnancy or parenthood during their doctoral program.