Context: Mothers of Color of a certain age entering doctoral programs often navigate the complex responsibilities of child-rearing, full-time employment, and caregiving. They traverse not only the demands of academia but also racialized violence, emotional labor, and systemic inequities within predominantly white institutions. Simultaneously, their experiences are marked by resilience and strengthened through communities of care, mentorship, and peer support. Purpose: This narrative inquiry seeks to illuminate the lived experiences of two motherscholars pursuing doctoral degrees in education, with a particular focus on how mentorship, peer support, and relational networks contribute to resilience in doctoral programs. It further interrogates how women of Color navigate institutional barriers and racialized encounters while envisioning pathways of support for future generations of motherscholars. Research Design: The article centers the authors’ voices and reflections as they recount their doctoral experiences. Stories are conveyed through themes of mentorship, peer support, and academic becoming, as well as through “hundreds” (100-word vignettes inspired by Lauren Berlant and Kathleen Stewart) to capture the affective rhythms and embodied experiences of academic life. This methodological approach foregrounds relationality and affirms that personal narratives are a valid and powerful form of scholarly inquiry. Conclusion: The authors conclude that mentorship and peer support are critical in sustaining motherscholars through the challenges of doctoral education. They recommend that future motherscholars cultivate peer networks, seek diverse mentors, and actively create spaces of care when institutional supports fall short. Additionally, they highlight the importance of opportunities such as co-authoring with mentors and developing grant-writing skills early in doctoral programs. The study emphasizes the need for institutions to intentionally prepare and support students of Color, while affirming that motherscholars belong in academia and have the power to shape supportive communities for themselves and others.
Kirton et al. (Mon,) studied this question.