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Women of a Certain Age on the Doctoral Path: Stories of Relationship, Resilience, and Academic Becoming

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Title: Women of a Certain Age on the Doctoral Path: Stories of Relationship, Resilience, and Academic Becoming
Language: English
Authors: Tara Southwell Kirton (ORCID 0009-0002-6848-5270), Carmen Lugo Llerena (ORCID 0009-0005-5910-8205)
Source: Teachers College Record. 2026 128(1):135-150.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 16
Publication Date: 2026
Document Type: Journal Articles
Reports - Descriptive
Education Level: Higher Education
Postsecondary Education
Descriptors: Females, Womens Education, Doctoral Students, Minority Group Students, Resilience (Psychology), Responsibility, Mentors, Peer Influence, Networks, Barriers, Coping, Student Experience
DOI: 10.1177/01614681261424151
ISSN: 0161-4681
1467-9620
Abstract: Context: Mothers of Color of a certain age entering doctoral programs often navigate the complex responsibilities of child-rearing, full-time employment, and caregiving. They traverse not only the demands of academia but also racialized violence, emotional labor, and systemic inequities within predominantly white institutions. Simultaneously, their experiences are marked by resilience and strengthened through communities of care, mentorship, and peer support. Purpose: This narrative inquiry seeks to illuminate the lived experiences of two motherscholars pursuing doctoral degrees in education, with a particular focus on how mentorship, peer support, and relational networks contribute to resilience in doctoral programs. It further interrogates how women of Color navigate institutional barriers and racialized encounters while envisioning pathways of support for future generations of motherscholars. Research Design: The article centers the authors' voices and reflections as they recount their doctoral experiences. Stories are conveyed through themes of mentorship, peer support, and academic becoming, as well as through "hundreds" (100-word vignettes inspired by Lauren Berlant and Kathleen Stewart) to capture the affective rhythms and embodied experiences of academic life. This methodological approach foregrounds relationality and affirms that personal narratives are a valid and powerful form of scholarly inquiry. Conclusion: The authors conclude that mentorship and peer support are critical in sustaining motherscholars through the challenges of doctoral education. They recommend that future motherscholars cultivate peer networks, seek diverse mentors, and actively create spaces of care when institutional supports fall short. Additionally, they highlight the importance of opportunities such as co-authoring with mentors and developing grant-writing skills early in doctoral programs. The study emphasizes the need for institutions to intentionally prepare and support students of Color, while affirming that motherscholars belong in academia and have the power to shape supportive communities for themselves and others.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1500283
Database: ERIC
FullText Text:
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  Data: Women of a Certain Age on the Doctoral Path: Stories of Relationship, Resilience, and Academic Becoming
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  Data: English
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  Data: <searchLink fieldCode="AR" term="%22Tara+Southwell+Kirton%22">Tara Southwell Kirton</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0002-6848-5270">0009-0002-6848-5270</externalLink>)<br /><searchLink fieldCode="AR" term="%22Carmen+Lugo+Llerena%22">Carmen Lugo Llerena</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0005-5910-8205">0009-0005-5910-8205</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Teachers+College+Record%22"><i>Teachers College Record</i></searchLink>. 2026 128(1):135-150.
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
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  Data: 2026
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  Data: Journal Articles<br />Reports - Descriptive
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Females%22">Females</searchLink><br /><searchLink fieldCode="DE" term="%22Womens+Education%22">Womens Education</searchLink><br /><searchLink fieldCode="DE" term="%22Doctoral+Students%22">Doctoral Students</searchLink><br /><searchLink fieldCode="DE" term="%22Minority+Group+Students%22">Minority Group Students</searchLink><br /><searchLink fieldCode="DE" term="%22Resilience+%28Psychology%29%22">Resilience (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22Responsibility%22">Responsibility</searchLink><br /><searchLink fieldCode="DE" term="%22Mentors%22">Mentors</searchLink><br /><searchLink fieldCode="DE" term="%22Peer+Influence%22">Peer Influence</searchLink><br /><searchLink fieldCode="DE" term="%22Networks%22">Networks</searchLink><br /><searchLink fieldCode="DE" term="%22Barriers%22">Barriers</searchLink><br /><searchLink fieldCode="DE" term="%22Coping%22">Coping</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Experience%22">Student Experience</searchLink>
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  Data: 10.1177/01614681261424151
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  Data: 0161-4681<br />1467-9620
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Context: Mothers of Color of a certain age entering doctoral programs often navigate the complex responsibilities of child-rearing, full-time employment, and caregiving. They traverse not only the demands of academia but also racialized violence, emotional labor, and systemic inequities within predominantly white institutions. Simultaneously, their experiences are marked by resilience and strengthened through communities of care, mentorship, and peer support. Purpose: This narrative inquiry seeks to illuminate the lived experiences of two motherscholars pursuing doctoral degrees in education, with a particular focus on how mentorship, peer support, and relational networks contribute to resilience in doctoral programs. It further interrogates how women of Color navigate institutional barriers and racialized encounters while envisioning pathways of support for future generations of motherscholars. Research Design: The article centers the authors' voices and reflections as they recount their doctoral experiences. Stories are conveyed through themes of mentorship, peer support, and academic becoming, as well as through "hundreds" (100-word vignettes inspired by Lauren Berlant and Kathleen Stewart) to capture the affective rhythms and embodied experiences of academic life. This methodological approach foregrounds relationality and affirms that personal narratives are a valid and powerful form of scholarly inquiry. Conclusion: The authors conclude that mentorship and peer support are critical in sustaining motherscholars through the challenges of doctoral education. They recommend that future motherscholars cultivate peer networks, seek diverse mentors, and actively create spaces of care when institutional supports fall short. Additionally, they highlight the importance of opportunities such as co-authoring with mentors and developing grant-writing skills early in doctoral programs. The study emphasizes the need for institutions to intentionally prepare and support students of Color, while affirming that motherscholars belong in academia and have the power to shape supportive communities for themselves and others.
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        Value: 10.1177/01614681261424151
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      – SubjectFull: Females
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      – SubjectFull: Womens Education
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      – SubjectFull: Doctoral Students
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      – SubjectFull: Minority Group Students
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      – SubjectFull: Resilience (Psychology)
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      – SubjectFull: Responsibility
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      – SubjectFull: Mentors
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