Doctor of Philosophy, Miami University, 2023, Educational Leadership
This study centers on the experiences of Black mothers in graduate school by taking an
anti-deficit approach to examining Black mothers' use of faith. Specifically, this study
seeks to understand how faith operates in the lives of Black mothers as they encounter
intersecting systems of oppression while pursuing graduate education. Faith is essential to
many Black women's lives (Mattis, 2017; Pew Research Center, 2020). However,
research remains limited regarding Black graduate students and faith (Travers & Gatson,
2021), but even more so for Black student mothers. The study addresses this research gap
at the intersection of Black womanhood, parental status, and religious-spiritual identity.
The study utilized a qualitative approach and was guided by Parks' Theory of Faith
Development and womanism. Eight participants were selected using snowball sampling
from multiple universities across the United States. The participants self-identified as
Black or African American, doctoral students, mothers, and Christians. Methodology and
methods included using narrative inquiry to center Black student mothers' experiences in
higher education by engaging in reflective journaling, a focus group, and individual
interviews. The findings indicate that Black student mothers encounter multiple
institutional barriers such as a lack of childcare, unsupportive faculty, and
microaggressions in regard to race, class, age, and parental status. The findings also
indicate the ways Black mothers define, conceptualize, and embody faith to navigate the
complexities of graduate school.
The discussion outlines the foundation of a new theoretical framework- the Black
Women's Conceptualization of Faith framework (BWCFF) and various culturally
relevant approaches to create inclusive environments and foster student success for Black
student mothers. Implications for practice include practical advice for institutional
responsibility, including providing safe spaces, centering m (open full item for complete abstract)
Committee: Elisa Abes (Committee Chair)
Subjects: Adult Education; African American Studies; Higher Education; Higher Education Administration; Spirituality; Womens Studies