BALANCING MOTHERHOOD AND SCHOLARLY PURSUITS DELVING INTO

THE REAL LIFE EXPERIENCES OF MOTHERS ADVANCING THEIR

EDUCATION

CHAPTER I

THE PROBLEM

INTRODUCTION

The pursuit of education has long been hailed as a transformative force,

opening doors to new opportunities and empowering individuals to reach their full

potential. However, for mothers who are also committed to raising a family,

navigating the challenges of academic pursuits can be particularly demanding.

Balancing the responsibilities of motherhood with the rigors of scholarly

endeavors presents unique obstacles that require a delicate juggling act.

Historically, the intersection of motherhood and educational advancement

has been a subject of limited scholarly scrutiny. However, recent years have

witnessed a growing recognition of its significance within the broader discourse

on women's experiences. Scholars such as Lareau (2011) have highlighted the

intricate interplay between familial obligations and educational aspirations,

emphasizing the complex negotiations mothers undertake to navigate these dual

roles.
 This study endeavors to illuminate the lived experiences of mothers who

are concurrently pursuing higher education and fulfilling parental responsibilities.

By delving into the various aspects and difficulties these women face, with the

goal of better understanding how they cope, the sacrifices they make, and the

support systems they rely on. The researchers used interviews and surveys to

gather information. The goal is to add to the growing knowledge about this topic

and to promote a more welcoming and supportive atmosphere for mothers in

higher education.

The decision to pursue educational advancement while raising a family is

profoundly influenced by societal norms, economic imperatives, and personal

aspirations. For many mothers, higher education represents not only a pathway

to personal fulfillment but also a means of securing improved prospects for

themselves and their families (Moen, 2016). However, this pursuit is beset with

numerous obstacles, including temporal constraints, financial constraints,

childcare obligations, and entrenched gender stereotypes that cast doubt on their

capacity to effectively balance both roles.

Despite these formidable challenges, many mothers exhibit remarkable

resilience and determination in navigating the dual demands of academia and

parenthood. Their narratives abound with stories of ingenuity, perseverance, and

unwavering commitment. Through an in-depth exploration of their experiences,

this research endeavors to uncover the strategies employed, the support

systems relied upon, and the barriers surmounted in their pursuit of scholarly and

maternal fulfillment. By offering a qualitative inquiry into their testimonies, the

researchers aim to provide a comprehensive understanding of the complex

dynamics involved and offer valuable insights that can guide policies, programs,

and practices to support mothers in their educational pursuits. By amplifying the

voices and experiences of these mothers, the researchers not only want to

highlight the challenges they face but also celebrate their resilience and

contributions to both academia and family life. By sharing their stories, the

researchers hope to foster a deeper appreciation for the strength and

determination displayed by mothers who balance their scholarly ambitions with

their family responsibilities. Through this effort, the researchers aspire to inspire

future research, policies, and interventions that will enhance the educational

experiences of mothers in academia.

It is in the plight of where the researchers have decided to focus their

study on interventions to address the difficulties encountered by student mothers

in their academic pursuit.

The study focused on Balancing Motherhood and Scholarly Pursuits

Delving into the Real Life Experiences of Mothers Advancing their Education. It

covered the following: profile of mothers enrolled in college in terms of age,

number of children, financial status, and monthly income, the academic

performance of student mothers, experiences of student mothers in their

motherhood and scholarly pursuits, encountered difficulties of student mothers in

their motherhood and scholarly pursuits, and suggestions offered by the student

mothers and instructors to address the difficulties encountered by students

mothers in their academic pursuit.

 METHOD

This research, employing a descriptive-survey methodology outlined by

Creswell & Creswell (2018), meticulously explores the experiences of mothers

who return to school. It delves into both the enriching and challenging aspects of

their academic journeys, with a particular focus on identifying the specific

hardships they encounter. The researchers utilize a well-established survey

method to gather in-depth data from these mothers. This data is then rigorously

analyzed to find patterns and key themes. Finally, the findings are interpreted to

shed light on the realities that student mothers face in their pursuit of education.

This research follows a descriptive approach, much like the one

advocated by Gall and Borg (2007). Instead of proposing solutions or making

changes, this study aims to create a rich picture of what it's currently like for

mothers who are also students. It dives deep into their experiences, exploring

both the positive and negative aspects of their educational journeys. A particular

focus is placed on the specific challenges they face as they try to succeed in their

studies. By understanding these challenges, future efforts can be directed at

supporting student mothers and helping them achieve their educational goals.

To learn more about the backgrounds, financial status, and family income

of student mothers, the study examines the financial and demographic profiles of

the respondents.
 An essential element of this study focuses on investigating the

experiences and difficulties encountered by student mothers.

This research dives deep into the specific reading methods teachers use

in their classrooms. It builds on existing knowledge. For instance, Haponski &

Walker (2020) showed the importance of understanding the challenges mothers

face when balancing studies and motherhood. Museus & Harris (2018) explored

the lived experiences of student mothers through a critical race feminist lens.

To gather rich data, the researchers developed a well-designed

questionnaire with their instructor's guidance. This approach has several

benefits. First, it ensures consistency in the data collected from all participants

(Bryman, 2016). Second, it makes analyzing the data much easier. Finally, the

carefully crafted questions target specific areas like student mothers'

backgrounds, academic performance, experiences, and factors that influence

their reading skills (Moser & Kalton, 1972).

This research goes beyond just identifying the reading methods teachers

use. The well-designed questionnaire, created with their instructor's help, allows

them to quantify the responses from student mothers. This means they can turn

the answers into quantitative data (Babbie, 2013). Analyzing these data

statistically helps them identify trends and patterns in the data.

The questionnaire itself is like a roadmap, divided into five sections to

explore different aspects. The first section gathers information like financial

background and family income. The second section focuses on the mothers'
academic performance. The third part gives them a platform to share their

experiences, potentially with open-ended questions or scaled responses. Part

four delves into the specific challenges they face as both mothers and students.

Finally, the last section asks for suggestions from both mothers and instructors

on how to address these difficulties. Through this comprehensive approach, the

research aimed to gain valuable insights into experiences of student mothers and

address their encountered difficulties.

The study targeted all student mothers in Masbate Colleges since there is

low population count on student mothers with only 15 respondents.

Ethical considerations were also taken seriously, with respondents being

assured that their data would only be used for research purposes and kept

confidential. Through a descriptive-survey approach and a well-designed

questionnaire, this study aims to provide valuable insights into student mothers’

experiences and difficulties in their academic pursuit. It seeks to inform future

deans, department head, instructors and student about the academic challenge

being faced by student mothers. For the present study, the following 4-point

Likert scales, interpretation, and descriptions were used in the analysis and

interpretation of quantitative data based on the first part of the questionnaire:

Scale in Experiences of Student Mothers in their Motherhood and

 Scholarly Pursuits

Interpretatio
Scale Range Description
n
The indicator is established, well-
4 3.50 – 4.00 Very Evident
defined, applied, and sustained
The indicator is established, well-
3 2.50 – 3.49 Evident
defined, and applied
The indicator is established and
2 1.50 – 2.49 Less Evident
well-defined
1 1.00 – 1.49 Not Evident The indicator is established

To understand the open-ended responses in the second part of the

questionnaire, the researchers used a method called thematic analysis (Braun &

Clarke, 2006). This approach helps identify and interpret recurring patterns of

meaning, called "themes," within qualitative data.

In addition to thematic analysis, the researchers also used some statistical

techniques to get a more comprehensive understanding of the survey data. They

used frequency counts and percentages to see how often certain answers

appeared, considering the scale provided for the questions. Additionally, they

calculated the weighted mean to gauge the overall sentiment of the respondents

towards different aspects of the research.

Results and Discussion

Table 1: Age of Student Mothers

Age Number Percentage

19 years old and below 0 0.00
20 years old 1 5.55
 21 years old 1 5.55
22 years old 0 0.00
23 years old 2 11.11
24 years old 1 5.55
25 years old 2 11.11
26 years old and above 11 61.11
Total 18 100.00
Table 1 furnishes the profile on age of student mothers. The table includes

the age, number and percentage. As furnished in the table, out of 18

respondents to the study, one or 5.55 percent are 20 years old same as 21 years

old, two or 11.11 percent are 23 years old, one or 5.55 percent are 24 years old,

two or 11.11 are 25 years old and eleven or 61.11 percent are 26 years old and

above. It can be seen in the table that majority of the student mothers are 26

years old and above.

Table 2: Number of children of student mothers

Children Number Percentage

1-3 15 83.33
4-6 3 16.66
7-9 0 0.00
10 and above 0 0.00
Total 18 100.00
Table 2 shows the student mothers’ number of children. As gleaned in the

table, out of 18 respondent, fifteen or 83.33 percent have 1-3 children and three

or 16.66 percent have 4-6 children. Majority of the student mothers have 1-3

learners.

Table 3: Financial status of student mothers

Financial Status Number Percentage

Poor: Below ₱10,957 9 50.00
Low-income but not poor: ₱10,957 to 8 44.44
 ₱21,194
Lower middle class: ₱21,194 to
1 5.55
₱43,828
Middle class: ₱43,828 to ₱76,669 0 0.00
Upper middle class: ₱76,669 to
0 0.00
₱131,484
High income (but not rich): ₱131,484
0 0.00
to ₱219,140
Rich: ₱219,140 and above 0 0.00
Total 18 100.00

Table 3 shows the student mothers’ financial status. As garnered in the

table, out of 18 respondents, nine or 50.00 percent are Poor, eight or 44.44

percent are low-income but not poor and one or 5.55 percent are in lower middle

class. Majority of the student mothers are Poor.

Table 4: Employment Status of student mothers

Employment Status Number Percentage

Employed 3 16.66
Unemployed 13 72.22
Self-Employed 2 11.11
Total 18 100.00

Table 4 shows the student mothers’ employment status. As gleaned in the

table, out of 18 respondents three or 16.66 are Employed, thirteen or 72.22

percent are Unemployed and two or 11.11 percent are Self-employed. Majority of

the student mothers are Unemployed.

Table 5: Academic performance of student mothers

Academic performance Number Percentage

1.00-1.25 7 38.88
 1.26-1.50 6 33.33
1.51-1.75 3 16.66
1.76-2.00 2 11.11
2.01-2.25 0 0.00
2.26-2.50 0 0.00
2.51-2.75 0 0.00
2.76-3.00 0 0.00
Total 18 100.00

Table 5 shows the student mothers’ academic performance. As gleaned in

the table, out of 18 respondents seven or 38.88 percent have a rating of 1.00-

1.25, six or 33.33 percent have a rating of 1.26-1.50, three or 16.66 percent have

a rating of 1.51-1.75, and two or 11.11 percent have a rating of 1.76-2.00.

Majority of the student mothers have a rating of 1.00-1.25 in their academic

performance.

Table 6: Experiences of student mothers in their motherhood and

scholarly pursuits

Experiences Weighted Adjective

Mean Rating
1. Finding time to manage both my
Moderately
child's needs and my studies is 3.11
Evident
extremely difficult.
2. Having a child has negatively
impacted my academic 2.33 Less Evident
performance.
3. My studies have made me a less Moderately
2.77
attentive mother. Evident
4. Being a student mother has
Moderately
made me more organized and 3.17
Evident
efficient with my time.
5. The support of my family and
friends has been crucial in Moderately
3.33
helping me balance motherhood Evident
and academics.
 6. I feel overwhelmed and stressed
Moderately
by the demands of both 3.05
Evident
motherhood and school.
7. Despite the challenges, I am
Moderately
proud of myself for pursuing my 3.44
Evident
education while raising a child.
Average Weighted Mean Moderately
3.02
Evident

Table 6 shows the experiences of student mothers in their motherhood

and scholarly pursuits. The table includes the experiences, weighted mean, and

the adjective rating. As gleaned in the table, “Finding time to manage both my

child's needs and my studies is extremely difficult” have a weighted mean of 3.11

interpreted as Moderately Evident, “Having a child has negatively impacted my

academic performance” have a weighted mean of 2.33 interpreted as Less

Evident, “My studies have made me a less attentive mother” have a weighted

mean of 2.77 interpreted as Moderately Evident, “Being a student mother has

made me more organized and efficient with my time” have a weighted mean of

3.17 interpreted as Moderately Evident, “The support of my family and friends

has been crucial in helping me balance motherhood and academics” have a

weighted mean of 3.33 interpreted as Moderately Evident, “I feel overwhelmed

and stressed by the demands of both motherhood and school” have a weighted

mean of 3.05 interpreted as Moderately Evident, and “Despite the challenges, I

am proud of myself for pursuing my education while raising a child” have a

weighted mean of 3.44 interpreted as Moderately Evident. “Having a child has

negatively impacted my academic performance” is the only experience rated as

Less Evident while the rest are interpreted as Moderately Evident. The average

weighted mean is 3.02 interpreted as Moderately Evident.

Table 7: Encountered difficulties of student mothers in their

motherhood and scholarly pursuits

Difficulties Weighted Adjective

Mean Rating
1. Balancing childcare needs with Moderately
3.33
studying Serious
2. Feeling sleep-deprived and Moderately
2.88
exhausted Serious
Moderately
3.27
3. Facing financial difficulties Serious
4. Experiencing isolation or lack of Moderately
2.94
social support Serious
5. Managing emotional stress and Moderately
3.33
anxiety Serious
6. Keeping up with coursework and Moderately
3.16
deadlines Serious
7. Finding time for self-care and Moderately
3.00
relaxation Serious
8. Dealing with judgment or Moderately
3.00
negative attitudes Serious
Average Weighted Mean Moderately
3.11
Serious

Table 7 shows the encountered difficulties of student mothers in their

motherhood and scholarly pursuits. As gleaned in the table “Balancing childcare

needs with studying” have a weighted mean of 3.33 interpreted as Moderately

Serious, “Feeling sleep-driven and exhausted” had a weighted mean of 2.88

interpreted as Moderately Serious, “Facing financial difficulties” had a weighted

mean of 3.27 was interpreted as Moderately Serious, “Experiencing isolation or

lack of social support” have a weighted mean of 2.94 interpreted as Moderately

Serious, “Managing emotional stress and anxiety” had a weighted mean of 3.33

interpreted as Moderately Serious, “Keeping up with coursework and deadlines”

had a weighted mean of 3.16 interpreted as Moderately Serious, “Finding time for

self-care and relaxation” had a weighted mean of 3.00 interpreted as Moderately

Serious and “Dealing with judgement or negative attitudes” had a weighted mean

of 3.00 interpreted as Moderately Serious. The average weighted mean is 3.11

interpreted as Moderately Serious.

Table 8: Suggestions offered by the student mothers to address the

difficulties they encountered as student mothers in their academic pursuit

Rank Suggestions
2 Increased access to affordable childcare options (e.g., on-campus
daycare, evening/weekend childcare).
3 Flexible course scheduling and deadlines (e.g., online courses,
extended deadlines for assignments).
7 Financial aid programs specifically for student mothers.
5 Support groups or mentoring programs for student mothers.
6 University policies that are more understanding and accommodating of
student mothers' needs (e.g., excused absences for childcare
emergencies).
4 On-campus resources for mental health and wellness support.
1 Training for professors on the challenges faced by student mothers.

Table 8 shows the suggestions offered by the student mothers to address

the difficulties they encountered as student mothers in their academic pursuits.

As revealed in the table, training for professors on the challenges faced by

student mothers ranked 1, increased access to affordable childcare options

ranked 2, flexible course scheduling and deadlines ranked 3, on-campus

resources for mental health and wellness support ranked 4, support groups or
mentoring programs for student mothers ranked 5, university policies that are

more understanding and accommodating of student mothers’ needs ranked 6,

and financial aid programs specifically for student mothers ranked 7.

Table 9: Suggestions offered by the instructors to address the

difficulties encountered by student mothers in their academic pursuit

Rank Suggestions
4 Offering flexible deadlines and assignment options.
3 Providing clear and concise instructions and expectations.
2 Being understanding and accommodating of student mothers' needs.
1 Creating a positive and inclusive classroom environment.
7 Offering additional support services (e.g., childcare or tutoring).
6 Being available for office hours or individual meetings.
5 Recognizing and celebrating the achievements of student mothers.
Table 9 shows suggestions offered by the instructors to address the

difficulties encountered by student mothers in their academic pursuits. As

collected in the table, creating a positive and inclusive classroom environment

ranked 1, being understanding and accommodating of student mothers’ needs

ranked 2, providing clear and concise instructions and expectations ranked 3,

offering flexible deadlines and assignment options ranked 4, recognizing and

celebrating the achievements of student mothers ranked 5, being available for

office hours or individual meetings ranked 6 and offering additional support

services ranked 7.

Conclusion

The following conclusions were deduced from the findings of the study:

Majority of the student mothers are 26 years old and above, with 1-3 children,
with Poor financial status, unemployed, with an academic performance of 1.00-

1.25.

Experiences such as finding time to manage both child's needs and

studies is extremely difficult, studies have made them a less attentive mother,

being a student mother has made them more organized and efficient with their

time, the support of their family and friends has been crucial in helping them

balance motherhood and academics, they feel overwhelmed and stressed by the

demands of both motherhood and school, and despite the challenges, they are

proud of themselves for pursuing education while raising a child. It is therefore

recommended that financial, moral and physical support is needed by student

mothers to have a smooth sailing academic endeavor. Conversely, training for

professors on the challenges faced by student mothers and increased access to

affordable childcare options are suggested by the student mothers to help cope

up with their academics. On the other hand, creating positive and inclusive

classroom environment and being understanding and accommodating of student

mothers’ needs are one of the major recommendations offered by instructors to

address the challenges encountered by student mothers.

 References

Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative,

quantitative, and mixed methods approaches (5th ed.). Sage Publications.

Gall, M. D., Gall, J. P., & Borg, W. R. (2007). Educational research: An

introduction (8th ed.). Pearson Education.

Kamil, M. L., Mosenthal, P. B., Pearson, P. D., & Barr, R. (2008). Handbook of

reading research (Vol. 4). Routledge.

National Reading Panel. (2000). Teaching children to read: An evidence-based

assessment of the scientific research literature on reading instruction methods

Bryman, A. (2016). Social research methods (5th ed.). Oxford University Press.

Eduardo M. Alcantara, Jr. “Helping Your Children Develop Their Reading Habits”

The Modern Teacher, Vol. LXIV, No. 06, November 2015, pp. 206-207

Babbie, E. R. (2013). The practice of social research (13th ed.). Wadsworth

Cengage Learning.
Statement of the Problem

This study aims to determine The Real Life Experiences of Mothers

Advancing Their Education. More specifically, it seeks to answer the following

questions:

1. What is the profile of mothers enrolled in college in terms of age, number

of children, financial status, and monthly income?

2. What is the academic performance of student mothers?

3. What are the experiences of student mothers in their motherhood and

scholarly pursuits?

4. What are the encountered difficulties of student mothers in their

motherhood and scholarly pursuits?

5. What suggestions can student mothers and instructors offer to address

the difficulties encountered by students mothers in their academic pursuit?