Abstract
ABSTRACTThis study purposed to explore and describe the experiences of Iranian female students with the role of motherhood. This 2015 qualitative study used purposeful sampling to select 20 student mothers aged 24–50 who were studying at a state or non-state university in an urban area in northwest Iran. Data was collected through individual semi-structured interviews and analysed using a qualitative content analysis approach. Three main themes were developed during data analysis: “simultaneous management”, “facilities”, and “barriers”. The management of maternal and family affairs by female students in universities where motherhood is not supported is a challenge. The significance of mother-student roles must be emphasized and support and education provided for women to gain skills useful in playing these roles. Policy makers should devise strategies for bringing change to the traditional perspective that motherhood and educational responsibilities cannot be met at the same time by one person.
Highlights
The number of student mothers entering universities has been increasing around the world since 1966 (Williams, Alon, & Bornstein, 2006) and since 2001 in Iran where females compose the majority of university students (Zahedifar, 2012)
When a woman must focus all her attention on her studies, her behaviour may contrast with her traditional motherhood role (Visick, 2009)
While discourse regarding the “good mother” in any society is based on the traditional motherhood role (Goodwin & Huppatz, 2010), its definitions vary by society given the different experiences and challenges of motherhood in diverse cultures (Zhang, 2011)
Summary
The number of student mothers entering universities has been increasing around the world since 1966 (Williams, Alon, & Bornstein, 2006) and since 2001 in Iran where females compose the majority of university students (Zahedifar, 2012). The age of the majority of female students corresponds with their reproductive age (Springer, Parker, & Leviten-Reid, 2009). A woman may enthusiastically embrace the simultaneous roles of mother and student; undertaking these two roles, even in ideal conditions, can pull one person in two directions (Springer et al, 2009). Combining motherhood and studying without compromising the activities of either one is a great dilemma for student mothers. When a woman must focus all her attention on her studies, her behaviour may contrast with her traditional motherhood role (Visick, 2009). While discourse regarding the “good mother” in any society is based on the traditional motherhood role (Goodwin & Huppatz, 2010), its definitions vary by society given the different experiences and challenges of motherhood in diverse cultures (Zhang, 2011). Expectations, and ideals available in the campus culture can influence this behaviour
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