Empowering mothering in education: A study of West African graduate student mothers at an institution of higher education in the United States
Social Foundations of Education, Oklahoma State University
How they used Delve
A doctoral researcher in Social Foundations of Education at Oklahoma State University used Delve to code, line by line, in-depth interviews with seven West African graduate student mothers at a US predominantly white institution, grouping the codes into three themes for a phenomenological dissertation on how they navigate motherhood, cultural identity and graduate school.
“To analyze the data, I transcribed the individual semi-structured in-depth interviews using Notta.ai software (converting the recorded audio into words). [...] I revisited the data, read it line by line, and categorized important phrases and sentences with the Delve software.”
- Field
- social foundations of education; higher education; international graduate student mothers
- Data
- In-depth semi-structured interviews with 7 West African (Ghana, Nigeria, Cameroon) graduate student mothers at a predominantly white institution in the south-central United States, plus the researcher's interview notes
- Approach
- Phenomenological inquiry; interviews transcribed with Notta.ai, pseudonymised, coded line by line in Delve, codes categorised into three themes (Saldana); member checking offered
- Data types
- Interviews
Abstract
This study looks at the experiences of West African graduate student mothers pursuing graduate degrees in the U.S. It delves into how they deal with motherhood, their cultural identities, and the challenges of graduate school. It is this intersectionality of the identity of West African graduate student mothers that makes their educational experiences and paths complex (Crenshaw, 1991), and the empowerment that enables these student mothers to develop agency and resilience in a challenging environment (Longwe, 1991). I conducted in-depth interviews with seven (7) West African graduate student mothers from Ghana, Nigeria, and Cameroon pursuing graduate studies at a PWI in the United States. My findings reveal that these women encounter significant challenges, including cultural adjustment difficulties, financial constraints, limited institutional support, and struggles balancing academic workloads with childcare responsibilities (George Mwangi et al., 2019; Irungu, 2013). These challenges often lead to stress and anxiety, impacting both their academic performance and personal well-being. Despite these challenges, the participants demonstrated resilience and determination by developing coping mechanisms such as time management strategies, seeking support from peers and family, and utilizing available campus resources as they turned their challenges into educational and professional opportunities (Lobnibe, 2013). These graduate student mothers often create supportive networks that blend traditional and modern childcare methods (Lynch, 2008). To empower West African graduate student mothers and improve their educational experiences in the United States, the study recognizes the need for higher education institutions to implement focused support systems, such as affordable childcare services, flexible academic scheduling, and culturally sensitive support. These results agree with recent research suggesting similar challenges encountered by international and African mother graduate students studying in U. S. universities (Evivie, 2009; Haitova, 2023; Lobnibe, 2013).
Citation
Adu-Gyamfi, Mercy (2025). Empowering mothering in education: A study of West African graduate student mothers at an institution of higher education in the United States. SHAREOK (University of Oklahoma; Oklahoma State University; Central Oklahoma University).