Mentoring Doctoral Student Mothers in Counselor Education: A Phenomenological Study

Abstract

When the pursuit of doctoral studies and motherhood intersect, the risk of attrition increases. Although other studies have explored the challenges of student mothers in academia, this study looked at how mentorship might mediate them. This phenomenological study examined the mentoring experiences of doctoral student mothers or recent graduates in counselor education and supervision programs (N = 12). Unanimously, participants articulated that their professional identity was enhanced by their identity as mothers, but balancing multiple roles required supportive mentors. Participants described the personal qualities of effective faculty and peer mentors, many also mothers who understood their needs. Mentoring served as a protective factor in helping navigate barriers, providing academic and emotional encouragement, reducing isolation, and creating realistic timelines. Suggestions for mentoring programs and advocacy are discussed.

Infertility and Pregnancy Loss in Doctoral Education: Understanding Students’ Experiences

“…Although some type of disclosure is required in order to obtain flexibility, understanding, and psychosocial support (Bellhouse et al, 2018; Collins, 2018), some of the open-ended responses reflected on possible negative consequences of sharing personal information. Some participants wanted to avoid assumptions that they were less committed to the program (Armenti, 2004; Drago et al, 2006; Kent et al, 2020; Lynch, 2008; Mirick & Wladkowski, 2018) while others were wary of unsupportive or unhelpful responses (Bellhouse et al, 2018; Boncori & Smith, 2019; Carolan & Wright, 2017; Hazen, 2006; Meaney et al, 2017; Porschitz & Siler, 2017). Secrecy has implications outside of access to resources and accommodations.…”

“…The highlighted need for accommodations, flexibility, and support suggests the development of policies that explicitly address reproductive challenges, especially around medical care and bereavement (Porschitz & Siler, 2017). The absence of formal policies perpetuates the invisibility of reproduction and motherhood within doctoral education (Armenti, 2004; Kent et al, 2020; Lynch, 2008; Mirick & Wladkowski, 2018). In contrast, specific policies addressing the needs of women undergoing fertility treatment or experiencing a miscarriage could both support women and reduce the stress and other negative psychological symptoms that can result from multiple, ongoing absences (Payne et al, 2019).…”

“…In addition to formal policies, some participants desired formal supports such as financial resources or healthcare. Overall, institutions tend to provide insufficient formal supports for doctoral student parents (Bodkin & Fleming, 2019; Kent et al, 2020; Mirick & Wladkowski, 2018; Springer et al, 2009). This study extends these findings to women experiencing reproductive challenges.…”

“…Women doctoral students with children face unique challenges during their doctoral education because of the gendered nature of academic institutions (Mason et al, 2013;Tower & Latimer, 2016). The persistent stigma associated with women holding the dual roles of academic and mother maintains a silence about motherhood in academia, perpetuating the invisibility of motherhood within doctoral education (Armenti, 2004;Kent et al, 2020;Lynch, 2008;Mirick & Wladkowski, 2018). A lack of consistent formal polices to support doctoral student mothers can make navigating these experiences difficult for students (Kent et al, 2020;Mirick & Wladkowski, 2020;Springer et al, 2009).…”

“…This silence makes coping with reproductive challenges and finding social supports much more difficult (Bellhouse et al, 2018; Collins, 2018; Gerber, 2017; Hiefner, 2020). Within academia, the experience of motherhood is already silenced (Armenti, 2004; Kent et al, 2020; Lynch, 2008; Mirick & Wladkowski, 2018), which may further strengthen the taboo on publically sharing these experiences. It is unknown how pregnancy loss, infertility, and fertility treatment are experienced by women enrolled in doctoral programs, because the invisibility of these issues extends to most professional literature outside of healthcare (Hazen, 2006), including doctoral education literature (Romero-Hall et al, 2018) and even into feminist writings (Layne, 1997).…”