“We are not in this together”: COVID-19 exacerbates learning barriers for African immigrant student mothers in institutions of higher learning

Authors

  • Catherine Mutune

DOI:

https://doi.org/10.25071/te117a65

Author Biography

  • Catherine Mutune

    Catherine Mutune is a master’s student in the Interdisciplinary Program at York University. Her SSHRC-funded research investigates the lived experiences of continental Black women in Canada. She is the president and founder of Women in Investment.

References

Allen, W. R., & Haniff, N. Z. (1991). Race, gender, and academic performance in U.S. higher education. In W. R. Allen, E. G. Epps, & N. Z. Haniff (Eds.), College in Black and White: African American students in predominantly White and in historically Black public universities (pp. 95 – 109). State University of New York Press.

Anaya, R. (2011). Graduate student mothers of color: The intersectionality between graduate student, motherhood, and women of color in higher education. Intersections: Gender & Social Justice, 9, 13 – 31.

Balakrishnan, A. (2020, July 13). Uncertainty over schooling plans has working mothers mulling leaving workforce. Toronto Star. https://www.thestar.com/business/2020/07/13/uncertainty-over-schooling-plans-hasworking-mothers-mulling-leavingworkforce.html

Bauder, H. (Ed.). (2012). Immigration and settlement: Challenges, experiences, and opportunities. Canadian Scholars’ Press.

Beard, K. S., & Brown, K. M. (2008). “Trusting” schools to meet the academic needs of African-American students? Suburban mothers’ perspectives. International Journal of Qualitative Studies in Education, 21(5), 471 – 485.

Creese, G., & Kambere, E. (2003). What colour is your English? Canadian Review of Sociology, 40(5), 565 – 573.

Danso, R. K., & Grant, M. R. (2000). Access to housing as an adaptive strategy for immigrant groups: Africans in Calgary. Canadian Ethnic Studies Journal, 32(3), 19.

Elabor-Idemudia, P. (2001). Equity issues in the academy: An Afro-Canadian woman’s perspective. Journal of Negro Education, 70(3), 192 – 203.

Hemans, P. B., Lewis, P., & Osoria, R. (2020). The dual invisibility of motherscholars of color. About Campus, 25(2), 24 – 27.

Hochschild, A., & Machung, A. (1989). The second shift: Working parents and the revolution at home. Viking Press.

James, C. E. (2021). Racial inequity, COVID-19 and the education of Black and other marginalized students. In Impacts of COVID-19 in racialized communities (pp. 36 – 45). Royal Society of Canada.

Jayawardene, S. M., & McDougal, S., III. (2019). Black student mothers: A culturally relevant exploratory study. In M. M. Gammage & A. Alameen-Shavers (Eds.), Challenging misrepresentations of Black womanhood: Media, literature, and theory (pp. 9 – 26). Anthem Press.

Jones, T., Wilder, J., & Osborne-Lampkin, L. (2013). Employing a Black feminist approach to doctoral advising: Preparing Black women for the professoriate. Journal of Negro Education, 82, 326 – 338.

Kaushik, V., & Drolet, J. (2018). Settlement and integration needs of skilled immigrants in Canada. Social Sciences, 7(5), 76 – 89.

Knowles, V. (2007). Strangers at our gates: Canadian immigration and immigration policy, 1540 – 2006 (Rev. ed.). Dundurn Press.

Lobnibe, J. F. Y. (2013). Different worlds, mutual expectations: African graduate student mothers and the burden of US higher education. Journal of Education and Learning, 2(2), 201 – 209.

Lynch, K. D. (2008). Gender roles and the American academe: A case study of graduate student mothers. Gender and Education, 20(6), 585 – 605.

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.

McKenzie, K. (2021). Socio-demographic data collection and equity in covid-19 in Toronto. EClinicalMedicine, 34, 100812.

Mitchell, D., Jr., Marie, J., & Steele, T. L. (Eds.). (2019). Intersectionality & higher education: Research, theory, & praxis (2nd ed.). Peter Lang.

Mupenzi, A., Mude, W., & Baker, S. (2020). Reflections on COVID-19 and impacts on equitable participation: The case of culturally and linguistically diverse migrant and/or refugee (CALDM/R) students in Australian higher education. Higher Education Research & Development, 39(7), 1337 – 1341.

Ngoubene-Atioky, A., Lu, C., Muse, C., & Tokplo, L. (2020). The influence of intersectional identities on the employment integration of sub- Saharan African women immigrants in the U.S.” Journal of Immigrant & Refugee Studies, 18(1), 75 – 94.

Okeke-Ihejirika, P., Creese, G., Frishkopf, M., & Wane, N. (2020). Reenvisioning resilience from African immigrants’ perspectives. Canadian Ethnic Studies, 52(3), 129 – 149.

Reid-Maroney, N., de B’béri, B. E., & Bernard, W. T. (Eds.). (2018). Women in the “Promised Land”: Essays in African Canadian history. Women’s Press.

Downloads

Published

2022-05-31

How to Cite

“We are not in this together”: COVID-19 exacerbates learning barriers for African immigrant student mothers in institutions of higher learning. (2022). Canada Watch. https://doi.org/10.25071/te117a65