Graduate Thesis Or Dissertation
 

Pregnancy and the Academy : A Phenomenological Exploration of the Experience of Pregnant Graduate Students

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  • This study explored the lived experiences of graduate students in masters-level academic programs who become pregnant, whether intended or otherwise, and the sources from which they received support in their efforts to balance their dual responsibilities as students and mothers-to-be. Through a series of three, semistructured one-on-one interviews, seven participants reflected on dimensions of their academic program in relation to their pregnancy, sources of support (or the absence thereof), challenges they faced, as well as strategies and resources that supported their resiliency and motivation to persist. Informed by Butler's (1988) theory of gender performances and the notion of gender as an embodied experience, the data collected and analyzed using the phenomenological process of "horizontalization" (Moustakas, 1994) reflected the following five themes pertaining to pregnant graduate students' experience navigating campus and classroom environments and relationships: Managing the physiological effects of pregnancy, private made public, conceptualization of support, re-prioritization, and navigating the graduate experience. Based on the findings and resulting discussion of the visibility and unique needs of pregnant graduate students, recommendations are offered to staff and faculty in support roles as well as administrators regarding changes to policies, resources, and practice that may encourage more equitable and effective support of students navigating both master's programs and pregnancy.
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file details LarkinsEmmaL2015.pdf 2017-08-23 Public Télécharger