An Autoethnographic Exploration of Resilience among Student Parents in College: Voices of Latina Mothers

• In Event: Poster Session 04
  In Poster Session: PS 04 Topic - Family Context & Processes

Abstract

This study explores the voices of eight Latina mothers traversing emerging adulthood while attending college. Student parents struggle to balance academics and family life while having expectations of working like their peers, without tangible support. Many are first-generation college students, single parents, low-income, and from underrepresented minortized groups (Gault, Cruse, Reynolds, & Froehner, 2014). The study also aims to understand the intersectionality of ethnicity, class, life-span development, motherhood, work, and student responsibilities in identifying risk and protective factors Methods. The data for this study was collected in two phases, two focus groups with three Latina mothers and five individual interviews utilizing an autoethnographic approach, which includes “research, writing, story method that connects the autobiographical and personal self to the cultural, social, and political contexts" (Ellis, Adms, & Bochner, 2011). The final sample of the study included eight Latina mothers. Utilizing thematic analysis, we applied the risk and resilience framework to multiple levels of data centered on risk and protective factors: Individual, relationships, and resources. Findings. The participants reported physical and mental stress for being a parent and a student, which exacerbated due to the pressure to achieve a balance; financial challenges to meet the college costs and to raise a family; a decreased motivation with perception of barriers; lack of understanding and flexibility by faculty members and advisers; lack of familial support due to either other commitments or distance, and; lack of enough time to recover from stress and to do extra credit or regular school homework. The participants also reported lack of institutional accommodations such as: 1) reasonable and reliable childcare; 2) parent study rooms/library space; 3) resources like changing tables and feeding rooms on campus; 4) space for children on campus, and; 5) supports from Student Disability Resource Center tailored to the needs of student parents. They also shared the effects of intersectionality of motherhood, college students, and stereotypes/prejudices around being Latina mothers on their motivation and performance as students. Some examples included, “[Latina mothers] abusing the system”, “[they] should be housewives”, and “once you have a kid, your life is over”. The participants also shared many individual strengths and some support that they received in building resilience. The participants shared about increased focus, determination, time management, and self-efficacy because of parenting. The student parents noted many strengths in themselves after they became parents such as feeling more motivated to get as much work done in the limited time in hands, “there’s no time to mess around, and people without kids don’t always have that”. Despite the resilience, the limited amount of support is detrimental to mothers' mental/physical health, workload, and ability to support their children. Given the changing demographics of college students throughout the United States (more than 25% students are with dependent children) and the challenges that our student participants reported, it is imperative to create awareness about student parents among the campus communities, connect them with various resources, build a network of support, and organize lists of resources for the continued support.

Authors

• Meenal Rana, Humboldt State University
  Presenting Author

• Elizabeth Marie Osuna, Humboldt State University
  Non-Presenting Author

• Haley Huffaker, Humboldt State University
  Non-Presenting Author