Strong enough to bear the children, then get back to business: the experiences of Black mothers in higher education doctoral programs at predominantly White institutions

Very little literature informs our knowledge regarding the experiences of Black mother doctoral students at predominantly White institutions (PWIs) as it relates to race and gender. Researchers have identified that Black women doctoral studies report different experience due to their race and gender (Gardner, 2008; Patton, 2009; Solrzano, Ceja, & Yosso, 2000; Winkle-Wagner, 2009). The experiences of Black mothers and their educational experiences in doctoral programs in higher education at PWIs is often unnoticed. This research explored the lived experiences of Black mothers enrolled in higher education programs at PWIs. Situated in Black feminist thought (Collins, 2009) and a non-deficit approach (Harper, 2010), this study illustrated how the experiences of Black mother doctoral students successfully navigated and persisted through doctoral study. Using semi-structured interviews the author identified three themes that influence the persistence and success of Black mothers in doctoral programs in higher education. The three core themes identified were: 1) Socialization, 2) Development of resiliency and self-worth, and 3) Utilization of familial, personal, and academic supports.