Abstract
This study explored the coping mechanisms employed by student-mothers pursuing higher education studies in Tanzania. The study involved 16 student-mothers with children aged two years and below. It used semi-structured interview to collect data, which was subjected to thematic analysis. The study found the use of problem focused coping strategies more than emotion-focused coping strategies. The problem-focused coping employed include engaging in part-time jobs and small businesses to manage financial challenges, hiring part time babysitters and using friends/relatives to take care of the child while in class, engaging in private studies during daytime, interacting with hardworking students and severing links with lazy friends. Social support networks, especially support from partners and relatives, were found vital in coping with multiple roles student-mothers perform in higher education institutions. Some coping strategies such as part-time jobs and small businesses created additional time management challenges to student-mothers. Thus, universities should establish strategies aimed to improve retention of student mothers in higher education institutions. These strategies include establishing special hostels for student-mothers to stay with their children and baby assistants while pursuing their studies or establishing day-care centres with professional care-givers to assist student-mothers in caring for their children while studying. There is also a need to empower student-mothers with life skills for them to balance time for studying and parenting. Finally, university authorities should treat student-mothers as student with unique needs that differ from those of male students and other women students without children.
This is a preview of subscription content, log in via an institution to check access.
Similar content being viewed by others
Data Availability
All data generated or analyzed during this study are included in this published article [and its supplementary information files].
References
Aldwin, C. (2011). Stress and coping across the lifespan. In S. Folkman (Ed.), Oxford library of psychology. The Oxford handbook of stress, health, and coping (pp. 15–34). Oxford University Press.
Arlington Public School (2004). Teenage parenting programmes. Retrieved from: http://www.arlington.hmt1.
Andersson, G., & Hägnebo, C. (2003). Hearing impairment, coping strategies, and anxiety sensitivity. Journal of Clinical Psychology in Medical Settings, 10(1), 35–39.
Berry, K., & Kingswell, S. (2012). An investigation of adult attachment and coping with exam related stress. British Journal of Guidance and Counselling, 40(4), 315–325.
Brown, L., & Watson, P. (2010). Understanding the experiences of female doctoral students. Journal of Further and Higher Education, 34(3), 385–404.
Braun, V., & Clarke, V. (2013). Successful qualitative research: A practical guide for beginners. Sage Publication.
Bryman, A. (2016). Social research methods (5th ed.). Oxford University Press.
Breheny, M., & Stephens, C. (2007). Irreconcilable differences: Health professionals’ constructions of adolescence and motherhood. Social Science & Medicine, 64(1), 112–124.
Chao, R. C. L. (2011). Managing stress and maintaining well-being: Social support, problem-focused coping, and avoidant coping. Journal of Counselling & Development, 89(3), 338–348.
Carver, C. S. (2011). Coping. In R. J. Contrada & A. Baum (Eds.), The handbook of stress science: Biology, psychology, and health (pp. 221–229). Springer Publishing Company.
Carver, C. S., & Vargas, S. (2011). Stress, coping, and health. In H. S. Friedman (Ed.), Oxford library of psychology. The Oxford handbook of health psychology (pp. 162–188). Oxford University Press.
Cohen, L., Manion, L., & Marrison, K. (2011). Research methods in education. Routledge.
Esia-Donkoh, K. (2014). Child-rearing practices among student- mothers. Society, Biology & Human Affairs, 78(2), 20–38.
Folkman, S. (2011). The Oxford handbook of stress, health, and coping. Oxford University Press.
Folkman, S. (2013). Stress: Appraisal and coping. In M. D. Gellman & J. R. Turner (Eds.), Encyclopedia of behavioral medicine. Springer. https://doi.org/10.1007/978-1-4419-1005-9_215.
Funiba, M. (2011). An exploratory study of experiences of parenting among female students at the University of the Western Cape, South Africa (Master’s thesis), University of the Western Cape.
Givon, S., & Court, D. (2010). Coping strategies of high school students with learning disabilities: A longitudinal qualitative study and grounded theory. International Journal of Qualitative Studies in Education, 23(3), 283–303.
Karimi, E W, (2015). Challenges experienced by young-mother learners upon re-entry to formal primary school. A case in one of the divisions of coastal region, Kenya. (Master’s thesis), University of Oslo, Sweden.
Kisanga, S. E. (2017). Educational barriers of students with sensory impairment and their coping strategies in Tanzanian Higher Education Institutions (Doctoral dissertation). Nottingham Trent University.
Kisanga, S.E. (2020). Coping with educational barriers in Tanzanian inclusive education settings: Evidence from students with sensory impairment. Current Psychology. DOI https://doi.org/10.1007/s12144-020-00977.
Lazarus, R. S. (1991). Emotion and adaptation. Oxford University press.
Lazarus, R. S. (1993). Coping theory and research: Past, present and future. Psychosomatic Medicine, 55, 234–247.
Lyonette, C, Atfield, G, Behle, H., & Gambin, L. (2015). Tracking student mothers’ higher education participation and early career outcomes over time: initial choices and aspirations, HE experiences and career destinations. Institute for Employment Research University of Warwick.
Marandet, E., & Wainwright, W. (2010). Invisible experiences: Understanding the choices and needs of university students with dependent children. British Educational Research Journal, 36(5), 787–805.
Matiba, F. M., & Kisanga, S. E. (2021). Student-mothers’ experience in Tanzania higher education institutions: Motivational factors and challenges (in review).
Moreau, M. P., & Kerner, C. (2013). Care in academia: An exploration of student parents’ experiences. British Journal of Sociology of Education, 36(2), 215–253.
Ngumuo, S. (2019). Experiences of pregnant female students at the University of Dar es Salaam, Tanzania. Unpublished masters (education) dissertation, University of Dar es Salaam.
Runhare, T., & Vandeyar, S. (2012). Perceptions of policy duty bearers on the inclusive education policy for pregnant teenagers in South Africa. Social Science Journal, 31(1), 51–62.
Sarid, O., Anson, O., Yaari, A., & Margalith, M. (2004). Coping styles and changes in humoural reaction during academic stress. Psychology, Health & Medicine, 9(1), 85–98.
Sawhil, I. V. (2006). Teenage sex, pregnancy, and non-marital births. Gender Issues, 23, 48–59.
Thompson, C. A., Poelmans, S. Y., Allen, T. D., & Andreassi, J. K. (2007). On the importance of coping: A model and new directions for research on work and family. Research in Occupation Stress and Wellbeing, 6, 73–113.
Taylor, S. E., & Stanton, A. L. (2007). Coping resources, coping processes, and mental health. Annual Review of Clinical Psychology, 3, 377–401. https://doi.org/10.1146/annurev.clinpsy.3.022806.091520.
United Nations Educational Scientific and Cultural Organizations (UNESCO). (2010). Out of school children and youth. UNESCO.
Yin, R. K. (2014). Case study research: Design and methods. SAGE Publications.
Wang, P., Michaels, C., & Day, M. S. (2011). Stresses and coping strategies of Chinese families with children with autism and other developmental disabilities. Journal of Autism and Developmental Disorders, 41, 783–795 https://www.researchgate.net/publication/46394050_.
Zahra, B. M., Maryam, O. K., Maryam, E., & Mahvash, S. (2017). Motherhood challenges and well-being along with the studentship role among Iranian women: A qualitative study. International Journal of Qualitative Studies on Health and Well-Being, 12(1), 1–12.
Zhao, M., & Fu, W. (2020). The resilience of parents who have children with autism Spectrum disorder in China a social culture perspective. International Journal of Developmental Disabilities., 1–12. https://doi.org/10.1080/20473869.2020.1747761.
Author information
Authors and Affiliations
Contributions
All authors contributed to the study conception and design. Material preparation, data collection and analysis were performed by [Dr. Sarah Ezekiel Kisanga], and [Dr. Fortunatha Mathias Matiba]. Introduction and methodology section was written by [Dr. Sarah Ezekiel Kisanga], The first draft of the manuscript was written by [Dr. Fortunatha Mathias Matiba] and all authors commented on previous versions of the manuscript. All authors read and approved the final manuscript.
Corresponding author
Ethics declarations
Ethical Approval
All procedures performed in studies involving human participants were in accordance with the ethical standards of the institutional and/or national research committee and with the 1964 Helsinki Declaration and its later amendments or comparable ethical standards. Moreover, the study abided by University of Dar es Salaam’s ethical guidelines.
Consent
Informed consent was obtained from all the respondents before the process of data collection.
Conflicts of Interest/Competing Interests
We certify that we have no affiliations with or involvement in any organization or entity with any financial interest or non-financial interest in the subject matter or materials discussed in this manuscript.
Additional information
Publisher’s Note
Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.
Supplementary Information
ESM 1
(DOC 61 kb)
Rights and permissions
About this article
Cite this article
Kisanga, S.E., Matiba, F.M. Coping strategies student-mothers employ in pursuing higher education studies in Tanzania: A qualitative study. Curr Psychol 42, 4143–4154 (2023). https://doi.org/10.1007/s12144-021-01770-z
Accepted:
Published:
Issue Date:
DOI: https://doi.org/10.1007/s12144-021-01770-z