NAVIGATING THE DUAL ROLES: A STUDY ON THE COPING MECHANISM OF WORKING MOTHERS WHO ARE PURSUING EDUCATION
Oisemujaime Victoria Idehai Research Advisor: Martine Hackett
Introduction
• In the landscape of U.S. Education, approximately 25% of college students are also parents, with the majority (76%) of these student parents being women (1). Data, from the U.S. Census Bureaus 2018 American Community Survey (ACS) revealed that there were 23.5 million working women aged between 30 and 49 who have children under 18 years old and two thirds of them were employed full time throughout the year (2). Additionally, Recent findings indicate that the pressure and anxiety faced by mothers balancing work and student life could make them more prone, to infectious illnesses. Prolonged stress has been associated with increased risk inflammation levels and increasing vulnerability to health issues, which might exacerbate preexisting health conditions(3) (4).
• The existing literature has extensively explored the experiences of student mothers and working mothers separately, highlighting the significant stress, anxiety, and work-life balance issues they encounter. (5)(6). However, there is a gap in the literature regarding the specific coping mechanisms employed by this dual-role demographic between 30 and 49 from middle income households in the United states to manage their elevated levels of stress and anxiety. (7)
• By identifying the specific challenges and coping mechanisms of working student mothers, this research can inform the development of tailored support programs, flexible work arrangements, and familyfriendly policies to better accommodate the needs of this underserved demographic.
Demographic Factors
2: Maintaining Internal Motivation
Description: Both participants expressed that their children and accomplishments serve as sources of motivation.
Participant 1 stated that:
“I said to her that, you know, um, now that you're going to go to school when you become a sophomore, I will go back and apply for my master's I did. it might not be a lot for a lot of people, but first, I think it's, it's phenomenal that I've had these words with her, and she understands that she can see me going
I am super excited that I'm at the end of my program because I said something I wanted to do. I set up for it. I put myself in it and, even if I don't graduate with my 4. 0 average. Cool. All that matters is I am graduating”
Participant 2 stated that:
“… when I was able to rent a house to stay with my daughter. Before then I didn't have the privacy to sit down, talk, or anything so now I'm enjoying that
This research sheds light on the coping mechanisms employed by working mothers juggling both their studies and jobs. It emphasizes the importance of adaptability, social connections and self care, in handling the balance between work, education and family duties. Despite the high expectations, the participants exhibited resilience and proactive strategies in managing their roles. The study highlights the necessity for customized interventions and support structures to cater to the needs of this group. It advocates for workplaces, accessible childcare options and institutional policies that prioritize their well being. By acknowledging and tackling these obstacles we can cultivate an environment, for working mothers who are also students to excel in their professional and academic endeavors while caring for their families
Methodology
Description: Both participants mentioned the high expectations and stereotypes placed on them by society or culture
Participant 1 stated that:
Cultural and social expectations, yes. All right I mentioned earlier that I um, run a program for my church. I’m also the Director of Religious Education. you asked that question like, do I feel guilty? I think that's the one guilt that I have. It's because I don't have as much time to devote to my church as I did earlier, right? Because that takes a lot of time. It's a lot of kids and I know communication with parents is big. but I don't have the time. And so, the guilt is you must ask yourself, who comes first, right? Um, like if I have an hour, do I take my hour to sleep or do I take my hour to speak to my kids or do I take the hour and prepping stuff for the church? Of course, you know, you must create what your priorities are. So, yes, there is the expectation that my social circle has placed on me. Culturally, I would say the same….
I don't think I am the employee of the year right now, because I think I’m just doing tasks, but I'm not being the phenomenal employee that I used to be. I, I don't think I'm giving everyone as much time as possible”
Participant 2 stated that:
“Oh yes, I do experience social pressure and high cultural expectations.
For example, every divorced woman or lady go through this, we are in a world dominated by men, so most things come easier for them. It’s not the same for women especially culturally, I do some volunteer work for my cultural organization, and I know how people talk to me and how people talk to other women who are married and who have husbands and kids with them.
So, um, there is always that difference in the way you get treated as a single parent or as a woman, we have a lot of societal and cultural pressure on us”
focusing on long-term goals for me includes celebrating small achievements. That's how I make myself stay motivated. Okay, recently, I remember, getting called for an interview, it was my first interview call, and I was happy. I didn't get the job though, but I was happy that I called at least.”
Theme 3: Develop in-built coping mechanism
Description: Both participants explained that they develop healthy lifestyle choices as coping mechanisms due to their extremely demanding schedules.
Participant 1 stated that “um… so last semester, I was extremely overwhelmed. I had two big episodes of anxiousness where I thought I was going to quit school because I couldn't manage all these things together.
So, what I started doing this semester is that I'm applying this theory called 52 17, where I time myself as soon as I get to my office, I write my to-do list, and then if I start at 9. 05, I'm going to work straight for 52 minutes, I'm going to take 17 minutes off, then I go back for another 52 minutes.
I don't remember where I got it from but so far this has worked for me a lot. When it’s time for my 17-minute break, I stop everything and go for a walk listen to music dance a little or make a phone call. I find a way to just remove myself from it all. I just take time off so. And I don't feel anxious or tired.”
participant 2 stated that: “Okay, to eliminate stress, I use strategies like time blocking and setting up boundaries. I engage myself in activities like badminton…. And I also go to the gym which is like a boot camp. It trains you; it gives you the whole high-indensity training.
So, I just try to put down all my stressors and everything and I come out of that feeling much better.…”
• The limitation in non-verbal cue through virtual interview
• Lack of generalizability to diverse populations in regards to race, ethnicity, and non-English speakers
This findings can inspire the development of intervention programs targeted at enhancing the coping skills and wellbeing of working mothers in similar circumstances. It can also support further research exploring coping mechanisms among working mothers in different contexts by examining long-term outcomes of balancing multiple roles on maternal and child well-being
References
JAMA, 298(14), 1685–1687
4. Cohen, S., Janicki-Deverts, D., Turner, R. B., & Doyle, W. J. (2012). Does hugging provide stress-buffering social support? A study of susceptibility to upper respiratory infection and illness. Psychological Science, 23(2), 27–42.
5. The mental health crisis among working mothers — talkspace [Internet]. Talkspace.com. [cited 2024 Apr 29]. Available from: https://business.talkspace.com/articles/mental-health-of-working-mothers
6. Researchgate.net. [cited 2024 Apr 29]. Available from: https://www.researchgate.net/publication/350426932_Exploring_the_Challenges_Faced_by _Working_Mothers_and_the_Perceived_Factors_to_Retain_them_in_the_Private_Educatio n_Sector
7. Safespacetherapeutic.org. [cited 2024 Apr 29]. Available from: https://www.safespacetherapeutic.org/womens-mental-health-blog/blog-post-title-o ne-tlmm2