The Dual Invisibility of Mother-Scholars of Color

Hemans, Patricia Benitez; Lewis, Persephone; Osoria, Ruby

doi:10.1177/1086482220913702

Cited by 7 publications

(3 citation statements)

References 2 publications

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“…Language, therefore, functions as a medium that segregates and discriminates. Hemans et al (2020) note that school life can be intimidating for African stu-dent mothers. Self-doubt in the ability to perform like other students erodes confidence.…”

Section: School Life Before Covid-19 For Aismmentioning

confidence: 99%

“We are not in this together”: COVID-19 exacerbates learning barriers for African immigrant student mothers in institutions of higher learning

Mutune

2022

CWATCH

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Section: School Life Before Covid-19 For Aismmentioning

confidence: 99%

“We are not in this together”: COVID-19 exacerbates learning barriers for African immigrant student mothers in institutions of higher learning

Mutune

2022

CWATCH

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“…For women who are pursuing motherhood while completing graduate studies or a newly appointed tenure track position, their maternal status often becomes inaccurately tantamount with their commitment to academia (Rosewell, 2021).Contrary to the perception of academic fathers, academic mothers may be perceived as less committed to academia and less interested in completing their graduate program, which is in direct opposition to the perception of new fathers (Williams, 2005); (Rosewell, 2021). To offset these perceptions of their commitment and potential, many mothers find themselves grappling with meeting idealized notions of being a "good" student and "good" mother, particularly mothers of color (Anaya, 2003;Benitez Hemens et al, 2020) and Indigenous mothers who often face double discrimination in the academy. Specific to Indigenous motherhood in the academy, are the ways in which culture and place impacts mothering, scholarship, loss, and other complexities embedded in one's identity (Minthorn et al, 2022).…”

Section: Review Of the Literaturementioning

confidence: 99%

Academia and Motherhood: A Narrative Inquiry of Ontario Academic Mothers’ Experiences in University Graduate Programs

Hillier

2021

Journal of Family Issues

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This research provides a qualitative narrative inquiry into the experiences of academic mothers from a Southwestern Ontario university campus. Analysis of the semi-structured interviews and focus groups reveal six key themes regarding the nexus between motherhood and academia: (1) intersection of work and family; (2) embodied experiences of pregnancy; (3) mentoring and networking opportunities; (4) inconsistencies between institutional and program policies; (5) departmental support; and (6) an overall level of satisfaction in being a mother during graduate studies. These key findings are discussed and highlight some of the challenges associated with balancing motherhood, graduate studies, and family life. Issues related to maternal well-being, gender equity, diversity, and inclusion within academia are also discussed and shed light on the experiences of this increasing, yet largely overlooked demographic on Canadian university campuses.

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“…al., 2011;Squire & McCann, 2018). For women of color, the dual role of mother and academic scholar, or Mother-Scholar of Color is tainted by media stereotypes and the lack of understanding of the complexity to maintain both competing and contradictory roles (Hemans, Lewis, & Osoria, 2020). Women who occupy these two competing roles find they must shift their consciousness to tailor to each conflicting role (Matsuda, 1992) or struggle with the invisibility of both roles when they try to separate their private role (mother and wife) from their public role (student and employee), thus experiencing dual invisibility (Hemans, Lewis, & Osoria, 2020).…”

Section: Mother-scholars Of Colormentioning

confidence: 99%

Making the invisible visible: M/others of color in graduate school

Vang¹

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This qualitative study sought to make visible the lived experiences of working m/others of color in graduate school by utilizing a Critical Race Feminist (CRF) lens. Working m/others of color in graduate school are often marginalized; their experiences silenced, and mostly invisible within higher education. To be a woman of color, mother, working professional, and graduate student intertwines four distinct roles, where related research on this topic provides a deficit perspective which highlight attrition, dropout, and obstacles (Menges & Exum, 1983; Prikhidko & Haynes, 2018). By creating space to examine the experiences of working m/others of color in graduate school, the intent of this orientational research was to reduce inequities for this population. There were ten working m/others of color in graduate school who participated in a series of three online, semi-structured interviews. At the intersection of race, class, and gender, the working m/others of color in graduate school had to contend with: power struggles within and throughout the borders they crossed, surviving not just for themselves and their family, but also their community, and negotiating their multiple identities. The study found the importance of putting family first, triumphs over adversity, and ultimately joining arms with other working m/others of color to change the narrative in higher education to build a m/other of color feminist community. The implication of this study urges policymakers, employers, and institutions to develop additional support for this population at the intersection of race, class, and gender. Lastly, recommendations for practice and future research are offered.

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The Dual Invisibility of Mother-Scholars of Color

Cited by 7 publications

References 2 publications

“We are not in this together”: COVID-19 exacerbates learning barriers for African immigrant student mothers in institutions of higher learning

“We are not in this together”: COVID-19 exacerbates learning barriers for African immigrant student mothers in institutions of higher learning

Academia and Motherhood: A Narrative Inquiry of Ontario Academic Mothers’ Experiences in University Graduate Programs

Making the invisible visible: M/others of color in graduate school

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