https://orcid.org/0000-0003-4697-1139
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ABSTRACT
Female doctoral students with children face significant barriers to successful program completion, leaving programs at higher rates than students without children. This qualitative study (N=28) explored female doctoral students’ experiences with institutional and programmatic supports during their pregnancy and transition to parenthood within social work (n=16) and other professional health care fields (n=12). Results highlight the availability of specific formal supports such as leave of absence, lactation space, and childcare as important. Due to a lack of formal supports, many used informal supports. Finally, recommendations for doctoral programs are provided. Addressing the needs of parenting students may result in beneficial outcomes for both students and institutions by increasing opportunities for academic success and lowering attrition rates.
Acknowledgments
This project was partially supported from Eastern Michigan University’s College of Health and Human Services Sponsored Support for Scholarly Activity
Disclosure statement
No potential conflict of interest was reported by the authors.
Additional information
Notes on contributors
Stephanie P. Wladkowski
Stephanie P. Wladkowski is with the School of Social Work at Eastern Michigan University.
Rebecca G. Mirick
Rebecca G. Mirick is with the School of Social Work at Salem State University.