Doctoral Candidate Brochure: Kendra L. Wilson

Doctoral Dissertation Defense
of
Kendra L. Wilson

For the degree of

Doctor of Philosophy
Cultural Foundations of Education

The Academic and Social Realities of Black Student Mothers Attending Predominately White Institutions

March 19, 2026
9:00 a.m.
Microsoft Teams

The Academic and Social Realities of Black Student Mothers Attending Predominately White Institutions

This narrative inquiry explored the academic and social realities of eight Black student mothers. Guided by the theoretical frameworks Black Feminist Thought and Intersectionality, the study centered the voices of Black student mothers to understand how race, gender, and motherhood intersect to shape collegiate experiences. Participants were enrolled at four-year predominately White institutions in the United States. Data were collected through two semi-structured narrative interviews per participant. Data analysis was completed using Braun & Clarke’s (2006) six-phrase reflective thematic analysis. 

Findings indicated that (1) Success was defined on participants’ terms while navigating academic challenges, evidenced by fatigue, workload, and concentration issues that created mental health challenges; imposter syndrome and questioning belonging that complicated the academic journey; and participants’ redefinition of academic success on their own terms. (2) Participants experienced daily role negotiation as mothers and students, reflected in the daily management of motherhood, family obligations, and academic commitments and the simultaneous navigation of professional, racial, and gendered identities that created layered challenges and adaptation. (3) Social isolation was a recurring experience in predominantly White spaces, revealing persistent exclusion, invisibility, and lack of representation within academic and social environments. (4) Cultural and community support fostered belonging and legacy highlighted how confiding in Black women and peer support networks created spaces of trust and belonging and how mothers created a foundation for future generations. 

Implications for practice include strengthening leadership development in student life, expanding intentional mentorship and peer support, and increasing mental health and basic needs resources such as affordable childcare and culturally sustaining counseling. This study contributes to the social and cultural foundations of education by challenging deficit narratives about Black motherhood and offering an asset-based account of Black student mothers’ persistence at predominantly White institutions. Although this study centers the experiences of Black student mothers at predominantly White institutions, the findings underscore that holistic support systems fostering belonging, persistence, and degree completion benefit all students.