Date
5-20-2026
Department
School of Education
Degree
Doctor of Philosophy in Higher Education Administration (PhD)
Chair
Sherrita Rogers
Keywords
student-parents, online graduate programs, young children, lived experiences, transcendental phenomenology, Bronfenbrenner’s EST, graduate student retention
Disciplines
Education
Recommended Citation
Ojo, Bridgette Oludolapo, "Reporting for Double Duty: A Transcendental Phenomenological Study of the Lived Experiences of Graduate Student-Parents Rearing Young Children in Online Graduate Programs in the United States" (2026). Doctoral Dissertations and Projects. 8549.
https://digitalcommons.liberty.edu/doctoral/8549
Abstract
The purpose of this transcendental phenomenological study was to understand the lived experiences of graduate student-parents rearing young children aged five and under while enrolled in online graduate programs in the United States. The theory guiding this study was Bronfenbrenner’s Ecological Systems Theory, as it supports an examination of how graduate student-parents’ lived experiences are shaped by interactions across family, academic, institutional, and societal systems. The central research question was: What are the lived experiences of graduate student-parents rearing young children while pursuing online graduate programs? Utilizing this transcendental phenomenological design, the study employed qualitative methods to examine the lived experiences of 12 graduate student-parents rearing young children while enrolled in online graduate programs in the United States. Purposeful sampling was used to recruit participants from various institutions, in which data were gathered through semi-structured interviews, a focus group and reflective letter-writing. The modified van Kaam method, as outlined by Moustakas, identified textural and structural themes, Family and Identity, Resilience and Mental Health, Support Systems, Barriers and Challenges, and Purpose and Legacy, capturing the essence of participants’ shared experiences. These themes captured the essence of how participants navigated complex responsibilities across various systems. The findings demonstrated while online learning offered flexibility, institutional structures lacked the proactive support needed to mitigate stress, isolation, and competing demands. The results highlight the need for family-inclusive policies, relational advising, and supportive program design to foster more equitable conditions for student-parents in online graduate education.
