Lived experiences of Undergraduate student mothers in a public university in Kenya

Abstract

The key purpose of this research was to shed light on the undergraduate student mothers‟ experience and their coping strategies at university. Becoming mothers mid course their undergraduate programme and when they are barely out of adolescence presents a significantly unique experience from any other students. The focus of the study is to explore that unique experience and establish the sources of strengths behind the hardy persistence of this group of schooling mothers. The gist of the research is; to amplify the voices of the voiceless; the undergraduate student mothers so that those student mothers who are like them, those around them and those who deal with them at university, may learn from their lived experience. Set in the constructivist paradigm and oriented in the Straussian tradition in studying lived experience, the basically qualitative study adopted the descriptive phenomenology research design. The study adopted a three tier theoretical framework, with social exchange theory representing the reward/cost scenario at play with motherhood and the triple role; Grounded theory, that arose as a theory and a method in data collection, and resilience theory as the emergent theory in data interpretation in the Grounded theory approach. The study targeted undergraduate student mothers in the third year of study that had lived motherhood from their first or second academic year. The study was guided by objectives: to investigate the daily engagements of an undergraduate student mother in schooling and parenting; to identify factors that define the undergraduate student mother experience; to establish the sources of strength and support for the undergraduate student mothers. Five mothers and four Deans of schools were purposively sampled and identified through snowball sampling, while the sample size was determined through saturation in the collected data. Data was collected through interview schedules that were piloted and scrutinized by faculty to establish trustworthiness. Collected data was transcribed, coded and discussed under themes with verbatim quotes. The findings indicated that the triple role comes in the backdrop of little motherhood socialization, limited psychosocial support, tight schedules of lectures, baby care, household chores, social engagement and assignments. As a result, they encounter missed opportunities in leisure, discussions, company, social activities, lectures and examinations. They however draw strength from self efficacy, resilience, self sacrifice, commitment, and support from neighbours and supportive masculinity from the men in their lives. Other reasons were dedication to motherhood, self assertion and humility. The study recommends that a student mother desk be established at university for tracking student mother demographic trends, progression and support; establish a student mother policy at university for intervention; engage effective mentorship for all students and sensitize stake holders on their critical role in inclusive education for the undergraduate student mothers. Further research can be carried out on the university management perception of undergraduate parenthood in order to create some level ground in addressing undergraduate student mother issues.