Theses and Dissertations from DePaul University

Date of Award

Spring 2026

Degree Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Educational Leadership

College

College of Education

First Advisor

Donna Folies-Kiel

Abstract

Despite the social, economic, and generational benefits of degree attainment, single mothers remain underrepresented in higher education. This autoethnographic research explores the lived experiences of single mothers as they navigate higher education. Guided by feminist theory and critical perspectives on higher education, this study examines how power, gendered expectations, and institutional structures shape single mothers’ academic experiences and persistence. As a single mother myself, I draw from personal narrative along with narrative interviews from other single mothers engaged in higher education, this study examines how financial strain, childcare challenges, institutional inflexibility, and cultural norms shape educational persistence. Using autoethnography as the primary methodological approach, this study documents the day‑to‑day realities of managing academic obligations, caregiving responsibilities, and competing demands. Reflective journaling and interviews illuminate how single mothers navigate higher education systems that were not designed with their needs in mind. Elevating the voices and experiences of single mothers, this study challenges generic narratives and places emphasis on single mothers as cultural assets within higher education. Single mothers need more responsive institutional policies, flexible learning environments, and comprehensive support structures that recognize caregiving as an integral part of academic life. This autoethnography helps better understand how higher education can evolve to more equitably support single mothers and their families. Keywords: autoethnography; competing challenges; single mother; lived experience; time poverty

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