Motherhood and the Pursuit of a Doctorate as a Full-Time Housing Professional

THIS JOURNAL ARTICLE EXPLORES THE LIVED EXPERIENCES of a Black mother and first-generation doctoral student working full-time in Housing and Residence Life (HRL). Situated within the framework of Black feminist thought (Collins, 2009) and an asset-based approach (Harper, 2010), this study will examine how this woman draws upon her resilience, strengths, and resources to thrive academically, professionally, and personally. Black mothers in academia, despite facing racial and gendered challenges, demonstrate remarkable perseverance and determination to balance their academic pursuits with family life, contributing to a deeper sense of purpose and community (Castañeda & Isgro, 2013; Suizzo et al., 2008). The practice of “othermothering” among Black women in higher education enhances their ability to foster strong mentorship networks, cultivating a culture of care and support which benefits themselves and others (Lee, 2018; Strayhorn, 2014). This article addresses the importance of organizational support systems, both on and off campus, to mitigate the isolation often experienced by African American women professionals in academia (Hinton, 2001). It is the hope that this study contributes to the currently scant understanding of working Black mother doctoral students’ unique lived experiences, highlighting strategies for fostering resilience, well-being, and academic success for aspiring and current Black doctoral students and the individuals who support them (Mitchell, 2019).