Date of Award

Fall 10-16-2025

Degree Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

School of Education

First Advisor

Tavis Jules, EdD

Abstract

As higher education evolves in response to various pressures, adult learner graduate students, particularly women who are mothers, find themselves navigating a complex landscape shaped by neoliberal ideals of belonging. This research aimed to explore the multifaceted notions of belonging within a neoliberal environment and provide insight into a growing sector of this college student population. The project sought to illuminate the unique experiences of female adult learner graduate students, especially mothers, as they increasingly return to college post-COVID-19. Employing a qualitative phenomenological research design, this study gathered diverse narratives from this sub-population. The methodology utilized purposeful sampling for semi-structured interviews focused on factors influencing a) graduate student enrollment, b) perceptions of university belonging, and c) how educational settings support academic achievement. Thematic analysis was applied to identify patterns across participant responses, foster connections, and a deeper understanding of their experiences. This research contributes valuable insights into the structures that affect the reception and attitudes of adult learner graduate students, particularly mothers, toward their sense of belonging in the university setting. The findings also inform administrative decision-making regarding budgetary allocations, program management, and curriculum development, ultimately strengthening the support provided to this diverse population of learners.

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