Session Information
99 ERC SES 05 G, Research on Arts Education
Paper Session
Contribution
The title of our paper is a reminder that the intersectionality of culture, race, and gender remains crucial in doctoral education. Globally, the experiences of doctoral students, their borderland crossings into new academic discourse communities and having to navigate dual roles or identities of being or becoming researchers draw considerable attention (Ref). However, a growing body of global research focuses specifically on the challenges of female doctoral students who confront the additional burden of navigating their dual role or identities as mothers and caregivers that results in increased time commitment required for study and compromises their emotional well-being or dual guilt due to a lack of family and institutional support (Breitenbach et al., 2019; Catalano & Radin, 2021; CohenMiller, 2014). This global phenomenon is also true in Uzbekistan where female doctoral students' academic success is often hindered by familial responsibilities, with a high portion getting married and becoming mothers during that time.
In the Uzbekistan higher education (HE) landscape females account for less than 30% of all doctoral students. In this context, women are not only underrepresented but also take longer to complete their doctoral education and tend to opt out of the Ph.D. programs more frequently than their male counterparts. Of particular concern was the lack of attention given to the experiences of doctoral student mothers in Uzbekistan since it carries profound implications, creating a void in women’s opportunities and hampering Uzbekistan’s economic development.
Guided by a postcolonial approach and social-constructivist paradigm, this research integrated matricentric feminist theory, Bourdieusian sociological concepts, and Lave and Wenger’s (1991) Community of Practice theory to better understand the different factors such as societal traditions, socio-cultural expectations, and their gender roles that impact the experiences of Uzbek DSMs in-depth. The preliminary results reveal that the interplay of gender, habitus, and Uzbek religious and cultural norms not only contributes to inequalities but also significantly influences the identity construction of researcher roles, particularly based on gender. For example, the data suggests that gender and family play a significant role in shaping motherscholars’ identity, which was starkly pronounced in cases of those, who were living with parents-in-law, confronting additional layers of familial and societal expectations. The participants experienced various challenges caused by having to balance the multiple roles of a mother and a doctoral student. In particular, a threat to well-being (a high level of emotional stress), and lack of family, institutional and government support were the major ones. Unwritten “hierarchical” rules inherited by the former Soviet Union, scarcity of financial support, institutional strategic policies and a free childcare policy also were key themes. gender-bias patterns were common in the narratives of Uzbek motherscholars, which can be linked to inferior and submissive role of women in the family and social hierarchies. Cultural norms dictated the participants’ interaction with men and women. Lack of spousal support was considered as norm, as the mentality and accepted social rules don’t allow men to help women in households or childcare. Fundamentally, the gendered impact of parenthood and a heavier burden falling specifically on mothers, the doctoral mothers encounter more challenges (Correl et al., 2007; Morgan et al., 2021). These findings further corroborate the policy recommendations given by these 15 doctoral student mothers from Uzbekistan to dismantle systematic barriers they face and promote equitable opportunities for them.
Finally, this research offered insights into a historically marginalized and overlooked community - the lived experiences of doctoral student mothers - amplifying their voices. Also, it contributed to a more inclusive and supportive academic environment and generate implications that can inform higher education institutions on how to better support doctoral student mothers in successfully and timely completing their doctoral programs.
Method
We have applied a qualitative approach with a hermeneutic phenomenological research design, incorporating innovative visual art-based data collection tools, particularly, the Critical Incident Technique (CIT), Dixit cards and in-depth interviews. These tools enabled the participants to reflect on and share narratives of their lived experiences. This approach allowed to conduct more creative and participant-centered interview techniques, enabling participants to express their own interpretations (Grant & Trenor, 2010; Burnard, 2012). Overall 15 doctoral student mothers from Social Science field, who we were enrolled in PhD program and a mother of small children participated in this study. The data was collected at state universities in Tashkent, the capital city of Uzbekistan. The duration of interviews lasted from 60 to 130 minutes through two rounds. Initially, the participants annotated a winding timeline with their key turning points and significant episodes as a self-repost charting on A4 paper, which helped them to visualise their motherhood and doctoral journeys and reflect upon the discoveries that have marked their paths. Then, the visual/prompt elicitation tool - Dixit cards was used as catalysts to delve into the meta-concepts of participants’ previously shared lived experiences (López-Íñiguez & Burnard, 2022). Fifteen cards from the Dixit board game were presented on a table and the participants were asked to select one card for each question and explain why they selected a particular card. The untold and unexpressed inner thoughts was stimulated through cards, as the participants could choose the relevant cards to their own lived experiences. The semi-structured interviews were conducted on another day that allowed for a deeper exploration and understanding of their lived realities (Bloomberg & Volpe, 2008). The questions asked: Main question: In what ways do Uzbek DSMs navigate motherhood and doctoral identities from periphery to centre? The data was translated from Uzbek into English by the first author. For the coding process, we utilized Saldana’s (2016) approach using NVivo software, which involved multiple cycles of careful coding. The coding process focused on identifying descriptions of concepts and processes guided by the interdisciplinary theoretical framework of the study.
Expected Outcomes
In conclusion, this study delved into the experiences of both challenging and positive of motherscholars in Uzbekistan, shedding light on the complex intersection of motherhood, kelinhood (bride in husband’s family), academic pursuits and gendered societal expectations. The prevalent gender disparities and a lack of attention given for motherscholars underlined the need for comprehensive policy interventions. Employing a qualitative hermeneutic phenomenological design through innovative visual art-based data collection tools, the study revealed that gender and familial roles significantly influence the identity of motherscholars. In particular, challenges such as emotional stress, inadequate support systems, financial constraints, and gender bias were recurring themes in the narratives, with the burden disproportionately falling on them due to ingrained gender norms. The study also aligns with existing literature on the global challenges faced by mothers in doctoral education, while also unraveling the unique contextual peculiarities in Uzbekistan. These findings not only generate policy implications for doctoral education institutions in Uzbekistan, but also contribute to dismantling systematic barriers and promoting more equitable opportunities for motherscholars.
References
References Bloomberg, L. D., & Volpe, M. (2008). Presenting methodology and research approach. In L.D. Bloomberg & M. Volpe (Eds.), Completing Your Qualitative Dissertation: A Roadmap from Beginning to End (pp.65-93). Sage Publications.https://dx.doi.org/10.4135/9781452226613.n3 Breitenbach, E., Bernstein, J., Ayars, C. L., & Konecny, L. T. (2019). The influence of family on doctoral student success. International Journal of Doctoral Studies, 14, 761-782. https://doi.org/10.28945/4450 Burnard, P. (2012). Rethinking creative teaching and teaching as research: Mapping the critical phases that mark times of change and choosing as learners and teachers of music. Theory Into Practice, 51(3), 167-178. 10.1080/00405841.2012.690312 Catalano, A. J., & Radin, S. T. (2021). Parents pursuing a doctorate of education: A mixed methods examination of how parents manage the roles of student and parent. International Journal of Doctoral Studies, 16, 253-272. https://doi.org/10.28945/4741 CohenMiller, A. S. (2014). The phenomenon of doctoral student motherhood/mothering in academia: Cultural construction, presentation of self, and situated learning. [Doctoral dissertation, The University of Texas]. Correll, S. J., Benard, S., & Paik, I. (2007). Getting a job: Is there a motherhood penalty?. American journal of sociology, 112(5), 1297-1338. Grant, D., & Trenor, J. (2010, June). Use of the critical incident technique for qualitative research in engineering education: An example from a grounded theory study. In 2010 Annual Conference & Exposition (pp. 15-1310). 10.18260/1-2--15712 Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge university press. López-Íñiguez, G., & Burnard, P. (2022). Toward a nuanced understanding of musicians’ professional learning pathways: What does critical reflection contribute?. Research Studies in Music Education, 44(1), 127-157. 10.1177/1321103X211025850 Morgan, A. C., Way, S. F., Hoefer, M. J., Larremore, D. B., Galesic, M., & Clauset, A. (2021). The unequal impact of parenthood in academia. Science Advances, 7(9), eabd1996. DOI: 10.1126/sciadv.abd1996 Saldaña, J. (2016). Goodall’s verbal exchange coding: An overview and example. Qualitative Inquiry, 22(1), 36-39.
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