The high education horizon of the 21st-century is increasingly being enriched by a significant number of international students seeking academic excellence, cultural sharing, and networking phenomena. A sizeable population of this group are women from the West African sub-region who relocates to other nations in pursuit of a postgraduate education to advance their degree and professionalism in a scholarly field.
The study adopts a mixed methods approach to examine the effects of motherhood on female international students from West Africa in the Scottish higher education system, specifically at Strathclyde University. A mixed methods approach involves the collection of both qualitative and quantitative approaches.
The findings reveal, that West African student mothers experience numerous challenges such as inability to balance studies and mothering, childcare difficulties, stress, anxiety, time management, financial constraints, marginalization, and isolation.
The study is of great value and significance especially in the educational sector as it allows the higher learning institutions to comprehend and develop the efficient approaches that can be incorporated to help in addressing the challenges caused by motherhood on female international Students from West Africa in Scottish higher Education.
Table of Contents
CHAPTER 1: INTRODUCTION
1.0 Background and Context
1.1 Problem Statement
1.2 Research Questions
1.3 Aims
1.4 Objectives
1.5 Scope and Limitations
1.6 Structure of the Study
1.7 Study Significance
CHAPTER 2: LITERATURE REVIEW
2.0 Introduction
2.1 Motherhood and Academic Careers
2.2. Tenacity of Gender Stereotypes of Female International Students from West Africa in the Strathclyde University
2.2.1 Institutional support for female international Students from West Africa in the Strathclyde University
2.2.2 Cultural adaptation for female international Students from West Africa
2.3 Balancing Motherhood and Postgraduate Studies
2.3.1 Parental/Coping strategies for female international Students from West Africa
2.4 Support Systems and Interventions
2.5 Community Support and Advocacy Initiatives
2.6 Personal Resilience and Self- Care Strategies
2.7 Mentorship and Peer Support Networks
2.8 Conclusion
CHAPTER 3: METHODOLOGY
3.1 Introduction
3.2 Research Philosophy
3.3 Research Design
3.4 Decolonial Framework
3.4.1 Understanding Decolonial Theory
3.4.2 Applying Decolonial Theory to This Research
3.4.3 Shaping Data Collection
3.4.4 Shaping Data Analysis
3.5 Participants
3.5.1 Target Population
3.5.2 Sampling Technique
3.5.3 Sample Size
3.6 Data Collection Techniques
3.6.1 In-depth Interviews
3.6.2 Interview Guide
3.7 Data Analysis
3.7.1 Thematic Analysis
3.7.2 Applications for Data Analysis
3.8 Ethical Considerations
3.8.1 Informed Consent
3.8.2 Confidentiality and Anonymity
3.8.3 Right to Withdraw
3.8.4 Handling Sensitive Information
3.9 Limitations of the Study
3.9.1 Sample Size and Generalizability
3.9.2 Subjectivity
3.9.3 Access to Participants
3.10 Conclusion
CHAPTER 4: FINDINGS
4.0 Introduction
4.1 How West African female students at Strathclyde University see the balance between motherhood and academic life
4.2 The main challenges the West African female student develops in the Scottish higher education system
4.3 The importance of support systems in Strathclyde University for the West African female student
CHAPTER 5: DISCUSSION
5.0 Introduction
5.1 Balancing Motherhood and Postgraduate Studies
5.1.1 Parental/Coping strategies for female international Students from West Africa
5.2 Motherhood and Academic Careers
5.2.1 Institutional support for female international Students from West Africa
5.3 Community Support and Advocacy Initiatives
CHAPTER 6: CONCLUSION & RECOMMENDATIONS
6.0 Conclusion
6.1 Recommendations
Objectives and Research Themes
This study aims to examine the impact of motherhood on West African female international students pursuing postgraduate degrees at Strathclyde University. It investigates how these students navigate the challenges of balancing academic requirements with maternal responsibilities, identifying key support mechanisms and coping strategies to improve their educational experience.
- Exploring the intersection of motherhood and academic pursuit in a foreign higher education system.
- Identifying structural, financial, and personal challenges faced by West African student mothers.
- Analyzing the role of academic institutional support systems in mitigating these difficulties.
- Evaluating the effectiveness of peer-to-peer and community-based advocacy initiatives.
- Deconstructing cultural expectations and gender stereotypes within the academic environment.
Excerpt from the Book
1.0 Background and Context
The high education horizon of the 21st century is increasingly being enriched by a significant number of international students seeking academic excellence, cultural sharing, and networking Phenomena; a sizeable population of this group are women from the West African sub-region who relocates to other nations in pursuit of postgraduate education to advance their degree and professionalism in a scholarly field (Alabi et al., 2019). Most of them are pregnant or have young children thus bringing a maternal trait to academic adventure. Pursuing a postgraduate degree is an academic endeavor that requires a lot of sacrifice from the student as far as time, resources, and personal undertaking are considered. For female scholars from West Africa, the pursuit is aimed at personal growth, career development, and a dream to make a meaningful contribution to their communities and societies. Nevertheless, the reality of the higher education experience intersects with the reality of motherhood, leading to challenges that require attention and understanding.
Motherhood is naturally associated with caring for children and other family members. The role requires a substantial time commitment, mental focus, and emotional capacity. Mothers who pursue postgraduate studies are forced to merge their scholarly requirements with the needs of pregnancy, and childcare. The experience is complicated by the cultural norms and values in the countries of origin and the hosting countries. If culture shapes the character of mothers and academia, how are cultural practices related to motherhood and childcare shaped by the prospect of study? The existing research on motherhood and higher education focuses on Western contexts, giving little attention to the experiences of female scholars not directly related to native origins, particularly in West Africa (Bornstein, 2019). Consequently, a gap exists in understanding the challenges that influence psychological responses and coping mechanisms. This research will fill this gap by exploring the experiences of female international students from West Africa who are mothers or mothers-to-be in a postgraduate program. Through listening to the voices of these women, the research shall expose the most challenging issues and most effective coping strategies and advance understanding of the intersection of motherhood and academia within higher education.
Summary of Chapters
CHAPTER 1: INTRODUCTION: This chapter introduces the research context regarding the challenges of international student mothers from West Africa and outlines the study's core objectives and significance.
CHAPTER 2: LITERATURE REVIEW: This chapter analyzes existing research on the intersection of motherhood, cultural adaptation, and support systems for postgraduate female scholars in international contexts.
CHAPTER 3: METHODOLOGY: This chapter details the qualitative research approach, specifically the decolonial constructivist framework and thematic analysis used to capture participant experiences.
CHAPTER 4: FINDINGS: This chapter presents the empirical results derived from participant interviews, highlighting key barriers and the perceived need for institutional support.
CHAPTER 5: DISCUSSION: This chapter interprets the findings by discussing parental strategies, the role of institutional support, and the necessity of advocacy initiatives for student mothers.
CHAPTER 6: CONCLUSION & RECOMMENDATIONS: This chapter summarizes the study's conclusions and proposes actionable recommendations for universities to improve support for student-parents.
Keywords
West Africa, Strathclyde University, International Students, Motherhood, Postgraduate Studies, Academic Careers, Gender Stereotypes, Institutional Support, Cultural Adaptation, Coping Strategies, Social Advocacy, Resilience, Higher Education, Childcare, Work-Life Balance
Frequently Asked Questions
What is the primary focus of this research?
The research focuses on the experiences of female international postgraduate students from West Africa who are mothers or expectant mothers, specifically at Strathclyde University.
What are the central themes discussed in the work?
Key themes include the balance between academic requirements and maternal duties, the impact of cultural relocation, experiences of systemic academic barriers, and strategies for personal resilience.
What is the primary research goal?
The primary aim is to examine the effect of motherhood on these students and identify how institutional and community-based support systems can facilitate their academic and professional success.
Which research methodology is employed?
The study utilizes a qualitative, ethnographic approach embedded within a decolonial framework, employing semi-structured in-depth interviews and thematic analysis.
What does the main body of the work cover?
The chapters cover the contextual background, a critical literature review, detailed methodology, empirical findings from interviews, and a comprehensive discussion of current interventions and future policy recommendations.
Which keywords best characterize the study?
Key terms include Motherhood, West African International Students, Academic Persistence, Decolonial Framework, Institutional Support, and Coping Mechanisms.
How does the cultural background of the participants influence the study?
The study highlights how participants' traditional cultural expectations regarding family-first duties conflict with Western academic structures, creating unique pressures and navigating "catch-22" situations in Scottish Higher Education.
What are the identified gaps in existing academic research?
The research identifies that existing literature primarily focuses on Western contexts, leaving a significant gap regarding the specific navigational experiences and challenges of women from West African origins pursuing postgraduate studies abroad.
What are some of the practical recommendations suggested?
Recommendations include increasing affordable on-campus nursery places, establishing flexible scheduling and assignment policies for student-parents, and improving access to family-friendly accommodation.
- Arbeit zitieren
- Nicholas Odwar (Autor:in), 2024, The Effect of Motherhood on Female International Students from West Africa in Scottish Higher Education, specifically in Strathclyde University, München, GRIN Verlag, https://www.grin.com/document/1494872
