Abstract
Purpose. The purpose of this qualitative hermeneutic phenomenological study was to explore the lived experiences of BIPOC women who became mothers as teenagers and attained a postsecondary degree before the age of 25 and discover the factors that contributed to their success.
Methodology. This study employed a phenomenological design with a hermeneutic phenomenology method to explore the phenomenon of BIPOC former teen mothers who attained a postsecondary degree before the age of 25; focus on the participants’ perspectives and opinions on balancing the roles of parenthood, finances, and education; and uncover the factors that contributed to their success. Seven former teen mothers participated in one-on-one, semi-structured Zoom interviews.
Findings. Early parenthood influenced teen mothers’ educational experience, housing and financial stability, childcare, transportation, and relationships. Support and internal and external motivators were factors that contributed to their resilience and completion of a higher education degree.
Conclusions. BIPOC teenage mothers encountered many challenges in their pursuit of higher education, including housing instability and financial constraints. Participants identified housing instability as a consequence of strained familial relationships or post-pregnancy eviction, disrupting their schooling and complicating transportation logistics. Financial strains compelled reliance on limited resources for essentials such as food and childcare. Childcare and transportation emerged as pivotal concerns, reflecting daily struggles to secure adequate support and mobility. Relational strains were also evident, as participants faced social isolation and judgment within cultural contexts. Despite the obstacles, participants exhibited resilience and adaptability. In educational settings, they demonstrated determination to pursue education despite stigma and barriers. Participants attributed their educational success to various forms of support, resilience, and internal/external motivators. These findings underscore the imperative for targeted interventions and support systems tailored to the unique needs of BIPOC teenage mothers in their educational pursuits, to promote equity in higher education attainment.
Recommendations. The following are recommendations for further study or replication of this study: (a) increase the sample size to include other states and northern California, (b) include teen fathers who attained a postsecondary education, and (c) include how educational facilities maintain accurate data on educating and supporting teenage mothers in higher education.