Managing the demands of higher education: Perspectives from student mothers at a university in Ghana
DOI:
https://doi.org/10.51867/AQSSR.3.1.25Keywords:
Coping Strategies, Qualitative Study, Role Theory, Student Mothers, Tertiary EducationAbstract
The study explored pressures student mothers go through and their coping strategies as they navigate the dual roles of motherhood and academic life within a Ghanaian university. Pivoted on the ideals of role theory and guided by the interpretivist paradigm, the study employed a qualitative case study design to gain in-depth understanding of participants’ experiences. With a population of student mothers within a faculty of the university, a census sampling technique was used to sample nine (9) participants. Data were collected using a semi-structured interview guide, which permitted participants to recount stories in their own voices. Using thematic analysis as the main analytical procedure, the study revealed, among others, that student mothers faced challenges such as time management difficulties and exhaustion, emotional and psychological strain, financial constraints, and institutional and structural deficiencies that limited their ability to effectively balance academic and parenting responsibilities. In the face of these challenges, student mothers employed various coping strategies such as adaptive time management and study patterns, participation in study groups and support networks, reliance on family and community support, and the use of emotional and spiritual coping mechanisms. The study concludes that while student mothers demonstrate resilience in managing multiple demands, their reliance on personal and informal support systems exposes the weaknesses in institutional support within the university context. The findings advocate the need for higher education institutions to adopt more inclusive policies and practices that recognize the unique challenges faced by student mothers.
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