Abstract
| Original language | English |
|---|---|
| Pages (from-to) | 1720-1735 |
| Journal | Qualitative Report |
| Publication status | Published - Jul 2018 |
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Keywords
- doctoral student
- motherhood
- graduate student
- mother
- mother-scholar
- emerging qualitative research
- arts-based research
- gender
- online research
- qualitative research
- gender studies
ASJC Scopus subject areas
- Education
Cite this
Arts-based online focus groups : Exploring the transition from docmama to motherscholar. / CohenMiller, A. S.
In: Qualitative Report, 07.2018, p. 1720-1735.Research output: Contribution to journal › Article
}
TY - JOUR
T1 - Arts-based online focus groups
T2 - Exploring the transition from docmama to motherscholar
AU - CohenMiller, A. S.
PY - 2018/7
Y1 - 2018/7
N2 - Using a collaborative, arts-based online focus groups, this study sought to understand the transition from doctoral student mother to a future career as motherscholar. Unique to this work is the longitudinal nature of examining academic motherhood through an integration of arts-based methods to expand upon understanding and sharing with a greater audience (Leavy, 2015). The study addresses the potential and the cautions for the use of arts-based online focus groups, while also reporting on the key themes of the transition to motherscholar. Drawing from sociocultural theory (Holland, Skinner, Lachiocotte, & Cain, 1998), transformative learning (Cranton, 1994; Mezirow, 1991), presentation of self (Goffman, 1959), and key definitions of motherhood/mothering, mother/scholar, and Feminist/matricentric theory, data analysis showed two key themes: “strategies of work and family” and “determining where life ‘fits’ in.” An unexpected finding emerged indicating a separation and dynamic movement between the roles and identities, of mother and scholar. Findings suggest that the use of arts-based online focus groups within a friendship context can provide ongoing, dynamic opportunities for communication, interaction, and sharing of experience for those living in geographically distant locations.
AB - Using a collaborative, arts-based online focus groups, this study sought to understand the transition from doctoral student mother to a future career as motherscholar. Unique to this work is the longitudinal nature of examining academic motherhood through an integration of arts-based methods to expand upon understanding and sharing with a greater audience (Leavy, 2015). The study addresses the potential and the cautions for the use of arts-based online focus groups, while also reporting on the key themes of the transition to motherscholar. Drawing from sociocultural theory (Holland, Skinner, Lachiocotte, & Cain, 1998), transformative learning (Cranton, 1994; Mezirow, 1991), presentation of self (Goffman, 1959), and key definitions of motherhood/mothering, mother/scholar, and Feminist/matricentric theory, data analysis showed two key themes: “strategies of work and family” and “determining where life ‘fits’ in.” An unexpected finding emerged indicating a separation and dynamic movement between the roles and identities, of mother and scholar. Findings suggest that the use of arts-based online focus groups within a friendship context can provide ongoing, dynamic opportunities for communication, interaction, and sharing of experience for those living in geographically distant locations.
KW - doctoral student
KW - motherhood
KW - graduate student
KW - mother
KW - mother-scholar
KW - emerging qualitative research
KW - arts-based research
KW - gender
KW - online research
KW - qualitative research
KW - gender studies
M3 - Article
SP - 1720
EP - 1735
JO - Qualitative Report
JF - Qualitative Report
SN - 1052-0147
ER -