Date of Award

5-7-2026

Degree Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Educational Administration and Supervision

First Advisor

Dr. Kay A. Keiser

Third Advisor

Academic persistence, Caregiving graduate students, First-generational doctoral students, Historically underserved students, Intergenerational Hope Transmission, Pillars of Persistence, Inclusive Excellence

Abstract

This qualitative study examined the lived experiences of eight graduate students who serve as caregivers, including those raising children and supporting elderly family members, and how these responsibilities complicate traditional forms of academic engagement. Despite a growing proportion of students with overlapping academic and caregiving roles, institutional structures remain largely oriented toward traditional students with minimal external obligations. Drawing on in-depth narratives, this study explored how caregiving demands shape students’ academic and social integration as well as how institutional policies and practices influence their persistence. Other research has shown that caregiving responsibilities significantly impact students’ time, energy, and access to academic resources, contributing to experiences of time poverty, financial strain, and social isolation.

Despite these challenges, participants in this study demonstrate resilience, agency, and sustained commitment to their educational goals. Utilizing the Pillars of Persistence framework and grounded in Hope Theory, findings from this study highlight intergenerational hope transmission as a critical mechanism supporting persistence among caregiving students, especially first-generation scholars. Findings suggest reimagining graduate education to center on belonging as well as structural supports for caregiving students. Recommendations for a more inclusive understanding of persistence and actionable insights for policy are included.

Comments

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