Narratives of A Mother While Taking Up A Graduate Studies

Abstract

This qualitative study looks at the real-life stories of fourteen mothers who are taking graduate studies while also caring for their families and working. Using a phenomenological approach, answers were gathered through Google Forms and then studied to find common themes. The results show four main areas: reasons for studying, challenges faced, strategies used, and advice for other mothers. The mothers shared that they study to grow in their careers, improve themselves, and inspire their children. These reasons connect with Knowles’ (1980) idea that adult learners are goal-driven and Ryan and Deci’s (2000) theory that people are motivated when they feel capable and free to choose. The mothers also talked about struggles with time, tiredness, stress, and money, which match Lazarus and Folkman’s (1984) view that stress happens when demands are greater than resources, and Hobfoll’s (1989) idea that stress comes when personal energy and support are drained. To cope, they use schedules, set priorities, and ask for family help, which agrees with CohenMiller et al. (2022) and Cantero et al. (2024) who found that organization and support are key for student-mothers. The study concludes that while mothers face many challenges, their strength, discipline, and support systems help them succeed. It also suggests that schools and policymakers should give flexible programs and more support to mothers in graduate studies.