Investigating the communication relationships between lactating mothers in graduate school, their cohorts and their lecturers, the case of University of Education, Winneba

Abstract

This study investigated the communication relationships that existed between lactating student-mothers pursuing graduate programmes and their cohorts, and lecturers and the influence such relationships had on their academic development and success. It focused on the sandwich session of students, lactating sandwich mothers on Graduate programmes. It delved deep into their experiences of combining childcare and studies by using the phenomenological approach. In-depth interviews were conducted on four student-mothers. The interviews were transcribed and colour-coded into themes and descriptively analysed. The findings were that, graduate lactating student-mothers found it taxing combining these two roles which led to conflict. However, positive communication relationships between these mothers and their cohorts, as well as their lecturers including other support services from significant others, motivates them to learn leading to academic development and success. The study also revealed that, negative comments and awkward relationships demoralizes such students putting more stress on them which results in incongruence in their lives, thereby resulting in poor performance. The study recommended cordial relationships and positive interactions between lactating student-mothers and their associates and lecturers, university orientation, accommodating them at one hall of residence and providing support from other significant others, to promote every lactating student-mother’s welfare and academic success. It is also recommended that evening lectures could be shifted to the weekends. Such arrangement would afford these mothers the opportunity to be with their babies during the night thereby relieving their nannies of the childcare duties in the night as well.