27
Views
0
CrossRef citations to date
0
Altmetric
Research Article

“I Am My Family’s Caregiver and Social Worker”: Experiences of Doctoral Student Moms During the COVID-19 Pandemic

ORCID Icon, , &

REFERENCES

  • Anastas, J. W., & Kuerbis, A. N. (2009). Doctoral education in social work: What we know and what we need to know. Social Work, 54(1), 71–81. https://doi.org/10.1093/sw/54.1.71
  • Appling, B., Haskins, N. H., & Daigle, J. (2018). Adult developmental experiences of African American doctoral student mothers: Illuminating generativity processes. Adultspan Journal, 17(2), 58–70. https://doi.org/10.1002/adsp.12060
  • Banks, S. (2020). Ethics and values in social work. Bloomsbury Publishing.
  • Braun, V., & Clarke, V. (2019). Reflecting on reflexive thematic analysis. Qualitative Research in Sport, Exercise and Health, 11(4), 589–597. https://doi.org/10.1080/2159676X.2019.1628806
  • Braun, V., & Clarke, V. (2021). Can I use TA? Should I use TA? Should I not use TA? Comparing reflexive thematic analysis and other pattern‐based qualitative analytic approaches. Counselling and Psychotherapy Research, 21(1), 37–47. https://doi.org/10.1002/capr.12360
  • Breuning, M., Fattore, C., Ramos, J., & Scalera, J. (2021). The great equalizer? Gender, parenting, and scholarly productivity during the global pandemic. PS: Political Science & Politics, 54(3), 427–431. https://doi.org/10.1017/S1049096520002036
  • Brown, B. (2006). Shame resilience theory: A grounded theory study on women and shame. Families in Society, 87(1), 43–52. https://doi.org/10.1606/1044-3894.3483
  • Cambra-Faraci, V. (2022). Pandemic pandemonium: Negotiating identities as a middle grades school parent, doctoral student, and high school mathematics teacher. Middle Grades Review, 8(2), 1–13.
  • Council on Social Work Education. (2020). 2019 Statistics on social work education in the United States. https://cswe.org/getattachment/Research-Statistics/2019-Annual-Statistics-on-Social-Work-Education-in-the-United-States-Final-(1).pdf.aspx
  • Cui, R., Ding, H., & Zhu, F. (2022). Gender inequality in research productivity during the COVID-19 pandemic. Manufacturing & Service Operations Management, 24(2), 707–726. https://doi.org/10.1287/msom.2021.0991
  • Donoso, G. R., Valderrama, C. G., & LaBrenz, C. A. (2021). Academic and family disruptions during the COVID-19 pandemic: A reflexive from social work. Qualitative Social Work, 20(1–2), 587–594. https://doi.org/10.1177/1473325020973293
  • Evans, K. E., Holmes, M. R., Prince, D. M., & Groza, V. (2021). Social work doctoral student well-being during the COVID-19 pandemic: A descriptive study. International Journal of Doctoral Studies, 16, 569–592. https://doi.org/10.28945/4840
  • Feng, Z., & Savani, K. (2020). COVID-19 created a gender gap in perceived work productivity and job satisfaction: Implications for dual-career parents working from home. Gender in Management: An International Journal, 35(7/8), 719–736. https://doi.org/10.1108/GM-07-2020-0202
  • Fulweiler, R. W., Davies, S. W., Biddle, J. F., Burgin, A. J., Cooperdock, E. H., Hanley, T. C., Kenkel, C. D., Marcarelli, A. M., Matassa, C. M., Mayo, T. L., Santiago, L. Z., Traylor-Knowles, N., & Ziegler, M. (2021). Rebuilding the academy: Strategies for supporting academic mothers during the COVID-19 global pandemic and beyond. PLoS Biology, 19(3), Article e3001100. https://doi.org/10.1371/journal.pbio.3001100
  • Gardner, S. K., & Gopaul, B. (2012). The part-time doctoral student experience. International Journal of Doctoral Studies, 7, 63–78. https://doi.org/10.28945/1561
  • Gottenborg, E., Yu, A., Naderi, R., Keniston, A., McBeth, L., Morrison, K., Schwartz, D., & Burden, M. (2020). The personal and professional impact of COVID-19 on faculty and staff at an academic institution and a blueprint for the future: A multi-methods study. Research Square, 1–18. https://doi.org/10.21203/rs.3.rs-106319/v1
  • Gough, M. (2010). Parenting and pregnant students: An evaluation of the implementation of the other title IX. Michigan Journal of Gender & Labor, 17, 211–269.
  • Hatch, T., & Skipper, A. (2016). How much are PhD students publishing before graduation?: An examination of four social science disciplines. Journal of Scholarly Publishing, 47(2), 171–179. https://doi.org/10.3138/jsp.47.2.171
  • Holmstrom, E. I., & Holmstrom, R. W. (1974). The plight of the woman doctoral student. American Educational Research Journal, 11(1), 1–17. https://doi.org/10.3102/00028312011001001
  • Kasymova, S., Place, J. M. S., Billings, D. L., & Aldape, J. D. (2021). Impacts of the COVID‐19 pandemic on the productivity of academics who mother. Gender, Work & Organization, 28(52), 419–433. https://doi.org/10.1111/gwao.12699
  • King, M. M., & Frederickson, M. E. (2021). The pandemic penalty: The gendered effects of COVID-19 on scientific productivity. Socius: Sociological Research for a Dynamic World, 7, 1–24. https://doi.org/10.1177/23780231211006977
  • Liechty, J. M., Liao, M., & Schull, C. P. (2009). Facilitating dissertation completion and success among doctoral students in social work. Journal of Social Work Education, 45(3), 481–497. https://doi.org/10.5175/JSWE.2009.200800091
  • Lietz, C. A., Langer, C. L., & Furman, R. (2006). Establishing trustworthiness in qualitative research in social work: Implications from a study regarding spirituality. Qualitative Social Work, 5(4), 441–458. https://doi.org/10.1177/1473325006070288
  • Lightfoot, E., & Beltran, R. (2018). The group for the advancement of doctoral education in social work. In C. Franklin (Ed.), Encyclopedia of social work. NASW Press and Oxford University Press. https://doi.org/10.1093/acrefore/9780199975839.013.1281
  • Martinez, E., Ordu, C., Della Sala, M. R., & McFarlane, A. (2013). Striving to obtain a school-work-life balance: The full-time doctoral student. International Journal of Doctoral Studies, 8, 39–59. https://doi.org/10.28945/1765
  • Mason, M. A., Goulden, M., & Frasch, K. (2009). Why graduate students reject the fast track. Academe, 95(1), 11–16. https://www.aaup.org/article/why-graduate-students-reject-fast-track/
  • Meehan, C. F., Utoft, E. H., Parsons, C., Hall, V. J., Bendixen, M., Vogel, I., Gill, K. P., & Louth, E. (2021). Impact of the first COVID-19 lockdown on scientific productivity and workload in Denmark: A gender analysis. https://doi.org/10.31235/osf.io/7uvt3
  • Melaku, T. M., & Beeman, A. (2023). Navigating white academe during crisis: The impact of COVID‐19 and racial violence on women of color professionals. Gender, Work & Organization, 30(2), 673–691. https://doi.org/10.1111/gwao.12823
  • Miller, J. B., & Stiver, I. P. (1997). The healing connection: How women form relationships in therapy and in life. Beacon Press.
  • Miller, K. E. (2021). The ethics of care and academic motherhood amid COVID‐19. Gender, Work & Organization, 28(S1), 260–265. https://doi.org/10.1111/gwao.12547
  • Minello, A., Martucci, S., & Manzo, L. K. (2021). The pandemic and the academic mothers: Present hardships and future perspectives. European Societies, 23(sup1), S82–S94. https://doi.org/10.1080/14616696.2020.1809690
  • Mirick, R. G., & Wladkowski, S. (2022). Experiences of pregnant and parenting female students in social work doctoral programs. Journal of Social Work Education, 59(2), 1–13. https://doi.org/10.1080/10437797.2022.2033656
  • Mirick, R. G., & Wladkowski, S. P. (2018). Pregnancy, motherhood, and academic career goals: Doctoral students’ perspectives. Affilia, 33(2), 253–269. https://doi.org/10.1177/0886109917753835
  • Misra, J., Budig, M., & Boeckmann, I. (2011). Work-family policies and the effects of children on women’s employment hours and wages. Community, Work & Family, 14(2), 139–157. https://doi.org/10.1080/13668803.2011.571396
  • Mogensen, M. A., Lee, C. I., & Carlos, R. C. (2021). The impact of the COVID-19 pandemic on journal scholarly activity among female contributors. Journal of the American College of Radiology, 18(7), 1044–1047. https://doi.org/10.1016/j.jacr.2021.01.011
  • Moors, A. C., Stewart, A. J., & Malley, J. E. (2022). Gendered impact of caregiving responsibilities on tenure track faculty parents’ professional lives. Sex Roles, 87(9–10), 498–514. https://doi.org/10.1007/s11199-022-01324-y
  • O’Meara, K., Kuvaeva, A., Nyunt, G., Waugaman, C., & Jackson, R. (2017). Asked more often: Gender differences in faculty workload in research universities and the work interactions that shape them. American Educational Research Journal, 54(6), 1154–1186. https://doi.org/10.3102/0002831217716767
  • Oleschuk, M. (2020). Gender equity considerations for tenure and promotion during COVID‐19. Canadian Review of Sociology, 57(3), 502–515. https://doi.org/10.1111/cars.12295
  • Parrish, D. E., Negi, N., & Mogro-Wilson, C. (2021). The hidden cost of caregiving during the pandemic. Journal of Social Work Education, 57(2), 211–214. https://doi.org/10.1080/10437797.2021.1913019
  • Patel, S. V. (2023). Balancing growth and grief: Narratives of an immigrant doctoral student navigating academia during the COVID-19 pandemic. In B. C. de Caux, L. Pretorius, & L. Macaulay (Eds.), Research and teaching in a pandemic world: The challenges of establishing academic identities during times of crisis (pp. 59–75). Springer Nature.
  • Pereira, M. D. M. (2021). Researching gender inequalities in academic labour during the COVID‐19 pandemic: Avoiding common problems and asking different questions. Gender, Work & Organization, 28(S2), 498–509. https://doi.org/10.1111/gwao.12618
  • Phan, A. N. Q. (2022). The emotional geographies of being stranded due to COVID-19: A poetic autoethnography of an international doctoral student. Cultural Studies ↔ Critical Methodologies, 22(1), 66–75. https://doi.org/10.1177/15327086211054049
  • Protivnak, J. J., & Foss, L. L. (2009). An exploration of themes that influence the counselor education doctoral student experience. Counselor Education and Supervision, 48(4), 239–256. https://doi.org/10.1002/j.1556-6978.2009.tb00078.x
  • Sallee, M., Ward, K., & Wolf-Wendel, L. (2016). Can anyone have it all? Gendered views on parenting and academic careers. Innovative Higher Education, 41(3), 187–202. https://doi.org/10.1007/s10755-015-9345-4
  • Ségeral, N. (2020). Academic single mothering during a pandemic. Journal of the Motherhood Initiative for Research and Community Involvement, 11/12(1/2), 139–155.
  • Staniscuaski, F., Kmetzsch, L., Soletti, R. C., Reichert, F., Zandonà, E., Ludwig, Z. M., Lima, E. F., Neumann, A., Schwartz, I. V. D., Mellow-Carpes, P. B., Tamajusuku, A. S. K., Werneck, F. P., Ricachenevsky, F. K., Infanger, C., Seixas, A., Staats, C. C., & de Oliveira, L. (2021). Gender, race and parenthood impact academic productivity during the COVID-19 pandemic: From survey to action. Frontiers in Psychology, 12, 1–14. https://doi.org/10.3389/fpsyg.2021.663252
  • Su, C., Lee, T. Y., & Flett, G. (2022). Academic mothers during the COVID-19 pandemic: Stressors, strains, and challenges in adapting to work-life enmeshment. INYI Journal, 12(1), 37–45. https://doi.org/10.25071/1929-8471.95
  • Trepal, H., Stinchfield, T., & Haiyasoso, M. (2014). Great expectations: Doctoral student mothers in counselor education. Adultspan Journal, 13(1), 30–45. https://doi.org/10.1002/j.2161-0029.2014.00024.x
  • Utami, A. D. (2023). A shift in doctoral students’ demands and motives during the COVID-19 pandemic. In B. C. de Caux, L. Pretorius, & L. Macaulay (Eds.), Research and teaching in a pandemic world: The challenges of establishing academic identities during times of crisis (pp. 315–325). Springer Nature.
  • Vicary, S., Young, A., & Hicks, S. (2017). A reflective journal as learning process and contribution to quality and validity in interpretative phenomenological analysis. Qualitative Social Work, 16(4), 550–565. https://doi.org/10.1177/1473325016635244
  • Williams, J. C. (2005). The glass ceiling and the maternal wall in academia. New Directions for Higher Education, 2005(130), 91–105. https://doi.org/10.1002/he.181
  • Wladkowski, S. P., & Mirick, R. G. (2020). Supports and recommendations for pregnant and newly parenting doctoral students in health professions. Journal of Social Work Education, 56(2), 312–326. https://doi.org/10.1080/10437797.2019.1656580

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.