Fears Unmasked: International Doctoral Student Mothers’ Academic Stressors and Coping Strategies During the Pandemic

Abstract

As part of a more extensive qualitative study that explored the experiences of International Doctoral Student Mothers (IDSMs) during the global COVID-19 pandemic, this paper presents a cross-section of the data related to their academic stressors and coping strategies. We employed Goode’s Theory of Role Strain (1960) and a deductive and interpretive approach, utilizing NVivo, to analyze data collected through semi-structured interviews. The academic experiences of IDSMs were affected by travel restrictions. They experienced fear of the unknown, lack of familiarity with the U.S. education system, time zone fatigue, information overload, grief due to the death of loved ones, and a desire to protect unborn children. In addition to compartmentalizing, delegating, and relinquishing roles, they employed other strategies, such as engaging in physical activity and practicing spiritual disciplines, to cope. This study confirms that Higher Education Institutions (HEI) need to foster a more fair and supportive academic community by developing inclusive policies and supportive campus environments where instructional procedures and practices support IDSMs’ success.

Introduction

According to the Center for Immigration Studies report, temporary immigrants are disproportionately overrepresented due to student visas. In 2022, international students entering the United States with student visas accounted for 35% of the newly awarded doctorates in the United States. Evidence suggests that an increasing number of international doctoral students include mothers who are raising their children in the United States, while others are parenting from a distance (Alhajjuj, 2016; Zhang, 2021). The experiences of International Doctoral Student Mothers (IDSMs) often involve unique and intensified stressors that extend beyond those faced by domestic doctoral student mothers. Campus resources may not address their childcare, healthcare, and immigration-related concerns. Chung (2015) and Phan (2022) report that visa restrictions make it difficult to access financial aid initially, and linguistic differences affect networking. IDSMs’ intersecting identities—international status, doctoral student, and motherhood—create a unique situation for them. HEI may not always recognize an IDSM’s vulnerability or support their needs. Consequently, IDSMs’ may be minoritized within the academic community and receive minimal institutional support (Koo & Nyunt, 2022; Murad, 2021).

Unpleasant global events cause significant distress and disruption, worsening already demanding situations. The COVID-19 pandemic worsened the challenges and intensified the hardships IDSMs face, disrupting caregiving supports and affecting degree progress (Evans et al., 2024). IDSMs faced increased work-life conflict, struggling to balance academic responsibilities with childcare and household duties (Miller & Riley, 2022; Su et al., 2023). They experience mental health issues, including depression and guilt, while battling isolation and reduced productivity (Evans et al., 2024; Koo & Nyunt, 2022). The COVID-19 pandemic blurred the work-life boundaries of IDSMs, leading to role juggling and feelings of being overwhelmed (Evans et al., 2024; Su et al., 2022). Many of the challenges IDSMs faced, such as isolation, sadness, and disruption of academic progress, have permanent consequences that continue to shape their academic journeys. These effects will not disappear as quickly as the pandemic itself.

This paper is part of a larger, qualitative study that examines the experiences of six IDSMs during the pandemic. We define “experience” as the holistic, multifaceted process of navigating doctoral studies as an international student mother, which includes the interplay of academic, social, cultural, and personal dimensions of their lives. In this paper, we present a cross-section of the entire dataset, which includes 13 interview transcripts, each averaging 20 to 30 pages, to answer two research questions related to their academic stressors and coping mechanisms. We begin with a review of three strands of scholarly literature that informed the design of this qualitative study. Next, we describe Goode’s Role Strain Theory and his two techniques for coping with stressors and managing role strain. In the method section, we describe the study’s qualitative design and the procedures used to collect and analyze interview data. Finally, we discuss the findings and implications for practice and future research.

Literature Review

Three strands of scholarly literature guided the design of this study. We begin by synthesizing research related to International Graduate Student Mothers’ (IGSMs) and IDSMs’ experiences prior to the pandemic. Next, we describe the challenges students faced worldwide due to the pandemic. Finally, we present a synthesis of the limited literature on the academic stressors and coping strategies of IDSMs during the COVID-19 pandemic. We conclude with a description of the theory that served as a lens for studying the academic experiences and coping strategies of IDSMs.

International Graduate and Doctoral Student Mothers’ Dilemma

Life itself is full of challenges and stressors. Mothers in academia face several challenges, barriers, and stressors as they juggle multiple roles, including the demands of their professional responsibilities, the expectations of motherhood, and the pressures of sustaining a work-life balance and navigating work-family conflict (Sadaf et al., 2022). Scholars have documented the tension of balancing the demands of a rigorous academic career with the responsibilities of motherhood (Castaneda & Isgro, 2013; Connelly & Ghodsee, 2011; Evans & Grant, 2008; Fulweiler et al., 2021; Hicks-Roof, 2020; Lynch, 2008; Massé & Bauer-Maglin, 2017; Trepal et al., 2014). Additionally, a burgeoning number of studies explore the challenges graduate student mothers face and the support they need to overcome their stressors (Albrecht & Tabone, 2015; Meehan & Howells, 2019; Rockinson-Szapkiw et al., 2017; Simard-Gagnon, 2016). Few research studies focus on the experiences of IDSMs (Alhajjuj, 2016; Chung, 2015; Lobnibe, 2013; Zhang, 2021). IDSMs already face unique challenges balancing academic demands with family responsibilities. They struggle with mental health issues, including depression and guilt (Koo & Nyunt, 2022), and experience role-juggling, emotional overwhelm, and social isolation (Evans et al., 2024). These mothers often grapple with conflicting ideologies of intensive mothering and being a good student (Sears, 2001). IDSMs also face prolonged completion times and lower publication rates compared to their peers (Velander et al., 2022). Moreover, many mothers choose to delay or forgo parenthood due to anticipated challenges in achieving a work-life balance and the demands of academia (Velander et al., 2022).

Over the last decade, scholars have described the experiences of international student mothers in their host countries. Many have explored the experience of only one nationality. For example, Lobnibe (2013), who drew on the experiences of 23 African doctoral student mothers from a predominantly white Midwestern university, found that policies and arrangements that place the distribution of material, social, and academic resources on students’ ability to network in unequal social environments place an extra burden on the students. Several scholars have described the systemic and personal factors that Asian graduate and doctoral student mothers experience. For example, in her autoethnographic study, Chung (2015) documented her cross-cultural adaptation experience as a Korean doctoral student mother from a Confucian heritage culture. Her status significantly influenced her decision about the timing of motherhood as an international student. She could not help but worry about the difficulties of becoming a mother while pursuing graduate studies in a different culture. After giving birth in the United States, Chung played dual roles as a student and a mother. Striking a balance between her family and school responsibilities was a burden for her. Likewise, Zhang’s (2021) 4-year ethnographic study of 11 Chinese international doctoral and master’s student mothers who negotiated multicultural discourses in and beyond their academic experiences revealed that they were hesitant and concerned about announcing their pregnancy to their major professors/advisers. Many did not feel supported, particularly as they needed to change their work and study responsibilities.

Alhajjuj (2016) qualitatively examined how 14 Saudi doctoral student mothers managed their roles as mothers and academics while pursuing their studies in the United States. Their challenges included a lack of institutional support, a lack of Saudi Cultural Mission support, academic difficulties, feelings of guilt, discrimination, and family adjustment problems. They reported that Saudi mothers developed some strategies to manage their roles and responsibilities, such as limiting social activities to online and on weekends, setting priorities and doing urgent tasks, using reminders, planning ahead of time, using daycare and housekeepers, delaying having babies, seeking help from friends, seeking help from older kids, keeping their kids busy, and rejecting help from others.

Challenges That the Students Faced Worldwide Due to the Pandemic

The COVID-19 pandemic had a profound impact on all students in higher education. Some students experienced a decrease in financial resources, facing unprecedented stress (Buffel et al., 2024; Jiang et al., 2022; Reyes-Portillo et al., 2022). While online instruction offered a way to continue education, it could not fully compensate for the loss of in-person interaction (Bao, 2020; Chang & Fang, 2020; Coman et al., 2020; Dong, 2024; Ramírez-Hurtado et al., 2021). The abrupt shift to remote learning also highlighted disparities in access to technology and a suitable learning environment, further worsening the challenges faced by students during this period. Additionally, some students experienced profound grief and multifaceted losses. These losses include the heartbreaking deaths of loved ones (Hampton et al., 2023; Lee & Neimeyer, 2022; Scheffert & Parrish, 2023; Weaver et al., 2022). Students also experienced “non-death losses” (Sirrine et al., 2023), including the erosion of social connections and a decline in social well-being (Weaver et al., 2022). International students faced these issues even more severely when the COVID-19 pandemic significantly affected their mobility (Mason, 2021), making return migration extremely challenging. Students also felt unwelcome in the United States due to visa restrictions (Liu & Peng, 2024). The mobility flow of international students during the pandemic intensified inequalities across different higher education systems. These inequalities were particularly evident in institutions where international students had less support and access to resources. The disruption caused by travel restrictions and lockdowns worsened challenges such as limited financial aid, inadequate access to technology, and reduced opportunities for cultural and academic integration (Mok et al., 2021). The situation for students in different doctoral programs was not much better.

International Doctoral Student Mothers During the Pandemic

COVID-19 worsened the mental, social, and physical concerns that are directly associated with doctoral programs for all doctoral students, especially female students. Sverdlik et al. (2023) surveyed 708 doctoral students and found that the COVID-19 pandemic disrupted the research progress of female students more than that of males. While there is an abundance of studies that examine academic (Doyle et al., 2018; Eisenbach, 2013; Schriever, 2021) mental/emotional wellness (Abetz, 2019; Box, 2009; Schwab, 2020) and social interaction (LeBlanc et al., 2022; Mallo, 2021; Phu, 2020; Shomotova & Karabchuk, 2022) of mothers working on their doctorate before the pandemic, there is limited research that describes IDSMs’ experiences during the pandemic (Fridani et al., 2020; Koo & Nyunt, 2022; Lamichhane, 2023; Murad, 2021; Phan, 2022; Yip & Maestre, 2023).

IDSMs’ Stressors During the Pandemic

Studies conducted over the last few years confirm that IDSMs faced many challenges during the pandemic. Several scholars used a qualitative approach to describe these challenges. For example, Murad (2021) used in-depth qualitative interviews to explore “the triumphs and trials” of 10 IDSMs who were from Asia. Murad (2021) explained that in addition to the linguistic, cultural, and learning barriers, IDSMs experienced stressors related to the pandemic, which made it much harder for them to study, especially when they were away from their loved ones—they were “forced to stay in the U.S. due to the borders being closed” or long-distance parenting “with the pandemic changing travel plans.” In their autoethnography, Yip and Maestre (2023) described how navigating multiple roles as Ph.D. student mothers of adolescents during the COVID-19 pandemic shaped their socialization experience in graduate school. The pandemic disrupted different aspects of their personal and professional life priorities, including transitioning to online supervision meetings, the solitude of doing research from home, juggling family and children’s needs, study and work commitments, and physical and mental health concerns, and overlapping roles they described as “non-negotiable, 24/7 roles” (p. 219).

Koo and Nyunt (2022), who interviewed seven Asian international students pursuing doctoral degrees while raising children, noted a similar trend. Their participants described a lack of familial support, support from friends from home, and relationships with peers in their programs or mothers in their neighborhood. They also described “struggles with depression and mood swings, ongoing battles to manage both academic progress and mothering, constant conflict with their spouses, feelings of guilt, thoughts of dropping out, and concerns about their children” (p. 414). They worried that their inability to take advantage of professional development opportunities and networking would negatively influence their job prospects after graduation. These fears may come from “… recognition of how US immigration laws limit the career opportunities of international students and Asian international students in particular, and the model minority myth” (p. 427).

Several scholars described the emotional and financial stressors that affected IDSMs’ performance. Phan (2022) described the emotional experiences of a Vietnamese doctoral student mother stranded in the United States when the COVID-19 pandemic hit, experiencing displacement, nostalgia, mother guilt, and a diasporic feeling of separation from her children. Phan transformed her feelings upon returning to Vietnam into a state of in-betweenness, characterized by juggling roles. In addition to difficulties focusing on their studies and worries about family conditions, Indonesian IDSMs faced significant financial stressors. Fridani et al. (2020) employed a qualitative approach to investigate the experiences of mothers pursuing doctoral degrees in Australia during the COVID-19 pandemic. Their participants reported that they struggled with limited resources, which worsened the challenges and stressors they faced. These financial pressures added to their overall burden, making it difficult for them to manage both their academic responsibilities and personal lives effectively. Similarly, Yip and Maestre (2023) noted the financial stress of paying their son’s Year 12 tuition fees.

Additionally, Koo and Nyunt (2022) and Phan (2022) discussed the stressors related to immigration status for IDSMs, who were unable to switch from full-time to part-time status to take courses online or even return to their universities. This increased their stressors and complicated their ability to balance motherhood and doctoral studies. Lamichhane (2023) used an intersectional feminist approach to qualitatively explore the experiences of 20 international postgraduate student-mothers from the global South. Lamichhane found that stressors were related to loss of socioeconomic status privilege and navigating long-distance mothering. Additionally, some of the stressors IDSMs experienced during the pandemic were related to the distinction between domestic and international students, as institutions applied different rules and policies for these two groups, such as allowing domestic students to study part-time.

IDSMS’ Coping With Stressors During the Pandemic

There is limited research that describes how IGSMs and IDSMs coped during the pandemic. Several studies have documented how academic mothers coped with their stressors during the pandemic (Bowyer et al., 2022; Guy & Arthur, 2020; Wagner et al., 2022). Others document how IDSMs coped with multiple roles (Alhajjuj, 2016; Appling et al., 2018; Chung, 2015; Lobnibe, 2013; Myers-Walls et al., 2011; Zhang, 2021). Fewer studies described how IDSMs coped with multiple roles during the COVID-19 pandemic. For example, Fridani et al. (2020) described how an IDSM with young children negotiated the completion of studies during the COVID-19 pandemic by strengthening ties with family and community to cope. Yip and Maestre (2023) described family life and research endeavors as complementing each other, and how sharing their research with family members renewed their sense of confidence. They also described various strategies for coping with these stressors, including compartmentalization, keeping structured schedules, and journaling. One said, “I also journaled my challenges and triumphs as a mother and a PhD student. My journal helped me release my feelings and frustrations during the lockdown” (p. 221). Even though Phan’s (2022) participant, Hoa, was stuck in Vietnam away from her children, she found in her children a source of solace and strength to be able to face challenges, so she wanted to be strong for them; she also wanted to break the stereotypical image and cultural demands of a Vietnamese woman who would be “required to prioritize her family rather than her professional career.” Lamichhane’s (2023) participants used several coping strategies, including self-reflexivity and spiritual practices. Lamichhane noted that most of these strategies were not part of the institutional care offered to these minority students.

Gaps in Literature

Earlier studies explored ethnically homogenous groups. The participants in these studies were often from a single nationality, settled in their host country with their families, and at an intermediate stage in their doctoral programs. Earlier studies did not delve deeply into coping strategies used by IDSMs. Instead, they focused primarily on naming and examining stressors, only briefly addressing how IDSMs coped with these. None of the earlier studies focused specifically on academic stressors and how IDSMs coped with them. We addressed these gaps with a study that included IDSMs from different regions at various stages of the doctoral journey. Rather than focusing on their experiences at a single point in time during the pandemic, these studies explored their academic, social, and firsthand experiences from the spring of 2020 to the fall of 2021. Some of these IDSMs were transitioning from their home countries to the United States, and others were already in the United States when the pandemic began.

Theoretical Underpinning

Members who occupy a particular role define the roles they play as “role obligations” (Koenig & Eagly, 2014). For IDSMs, the role set includes being a student, a wife, a mother, a sister, and a daughter while navigating cultural differences and ensuring that their dependents can adapt and adjust smoothly to the new culture. The IDSMs, in addition to their cultural stressors, then have expectations of the individuals in each of the role sets mentioned above. For example, children expect their mothers to handle cooking for them and help with homework, while husbands expect their wives to fulfill specific responsibilities. Similarly, parents may expect their daughters to undertake particular tasks. Role strain arises when an individual struggles to fulfill the diverse obligations linked with multiple roles.

We used Goode’s Theory of Role Strain (Goode, 1960) to guide the design of the interview protocol and the analysis of the data. According to Goode, multiple role obligations can be a source of strain (role strain), a condition in social life that all people face. There have been several terms used to describe role strain: anxiety, tension, frustration, and stress. From Goode’s perspective, role strain refers to the difficulty in meeting role demands, and it is normal for most people to experience some degree of role strain. He believed that an individual faces many role demands and cannot meet all of them. Goode (1960) named two techniques for managing role strain. The first technique focuses on manipulating role structure. It includes compartmentalizing, delegation, elimination of role relationships, extension, obstacles against the indefinite explanation of the ego’s role system, and barriers against intrusion. The second technique involves setting or carrying out the terms of role relationships by viewing them as a transaction or “bargain” (Goode, 1960, pp. 483–496). We chose to use Goode’s first technique, with minor modifications, to gain a deeper understanding of how IDSMs coped while navigating their roles as students, wives, mothers, sisters, daughters, and employees, along with their dependents, during the COVID-19 pandemic.

Methods

This paper is part of a larger qualitative study. We used purposive snowball sampling to recruit participants (Streeton et al., 2004). We employed Goode’s Theory of Role Strain (1960) to investigate the academic stress and coping strategies of six IDSMs during the COVID-19 pandemic.

Research Question

We analyzed a cross-section of data to answer the following questions:

1. What academic stressors did IDSMs describe?

2. How did IDSMs cope with the academic stressors?

Sampling Method

We employed a purposive sampling method (Edmonson & Irby, 2007) to include participants with the most relevant experiences. To diversify the sample and ensure a comprehensive understanding of the phenomenon, we included individuals from various cultural and ethnic backgrounds. We selected participants based on clearly defined and transparent inclusion and exclusion criteria that aligned with the research objectives. The sample included participants who:

1. Are citizens of a country other than the United States.

2. Identify as women enrolled in a doctoral program in the United States for at least three consecutive semesters, inclusive of spring 2020, fall 2020, and fall 2021.

3. Held an F1 visa.

4. Had one or more children between the ages of 1 and 18.

Although many scholars recommend continuing participant selection until data saturation is reached (Fusch & Ness, 2015), others argue that saturation is inconsistent with the values and assumptions of interpretive analysis (Braun & Clarke, 2021). Guided by the ontological and epistemological beliefs that informed this study’s research design, we limited our sample to six IDSMs. We did this for several reasons. Firstly, we were cautious about the fact that this population is vulnerable. Given that we were interviewing each participant twice during a pandemic, which was already stressful, we decided not to put this added pressure on more IDSMs than needed. Finally, we kept the sample size small due to time and budget constraints. To ensure that the study represents the broadest range of perspectives, we successfully recruited participants from diverse racial, ethnic, and national backgrounds. There was variability in terms of these IDSMs’ marital status, the number of children they had, and location of the spouses and caregivers who helped them parents. Additionally, the IDSMs were at various stages of their programs and employed in different capacities when we interviewed them.

Participants

The six participants hailed from six countries in four regions: Africa, Asia, the Middle East, and Eastern Europe. They were enrolled at a university in the United States, in different doctoral programs, and at various stages of candidature. We intentionally masked the name of the university and used pseudonyms throughout the paper to ensure confidentiality. Naledi, Shapla, and Anastasia’s ages ranged from 31 to 40 years; Farah, Marium, and Fatima’s ages ranged from 40 to 50 (see Table 1). There was variability in their children’s ages, location, and spousal location. Both Anastasia and Fatima had been living with their spouses for several years before the pandemic began. Anastasia gave birth to her second child during the pandemic. Marium was parenting her three tweens in the United States with the help of her husband, who visited the United States for short periods. Conversely, some were parenting their children from afar. Naledi, who had been living in the United States prior to the pandemic, and Shapla were parenting their children with the help of their mothers in their home country. Shapla’s spouse, who lived with their daughter, helped too. Farah, a single mother, also parented her adult children from a distance.

Table 1.

Demographics of IDSM and Their Families.

Participant	Region	Age	Children	Age (s) of child (ren)	Children’s residence	Coparent’s residence
Naledi	Africa	31–40	2	Tweens (6–18)	Home country	Consistent—home country
Farah	Asia	41–50	3	Adult (19 and above)	Home country	Not applicable
Marium	Middle East	41–50	3	Tweens (6–18)	USA	Transient
Fatima	Middle East	41–50	5	Tweens (6–18)	USA	Consistent—United States
Shapla	Asia	31–40	1	Tweens (6–18)	Home country	Consistent home
Anastasia	Eastern Europe	31–40	2	Early childhood (0–5)	USA	Consistent—United States

Instrumentation

We used Goode’s Theory of Role Strain (1960) to guide the design of the interview protocol. We employed multiple steps to establish face and content validity (Marshall & Rossman, 2016). We began by collaboratively developing questions aligned with each research question. Next, Author 2, an international faculty member with over 15 years of experience in qualitative research, developed the interview protocol. We revised the protocol based on feedback from an IDSM and two international faculty members who raised young children during the pandemic (Marshall & Rossman, 2016). The feedback from these experts helped us refine the interview protocol and enhance its face validity. Based on Machado's use of the interview protocol with Hassan, who was also a participant-researcher, we decided to conduct follow-up interviews with each participant. The final version of the semi-structured interview protocol included a warm-up section and 14 open-ended questions, organized into three sections: Getting to Know You, Pandemic Experience, and Transition and Strain. We based the follow-up interview, scheduled a week or two later, on preliminary data analysis and questions that bridged identified gaps.

Positionality

The research conundrum is first shaped and deepened by researchers’ experiences and backgrounds (Connelly & Clandinin, 2012). We recognize the importance of placing oneself within our research; this is crucial because qualitative research is an iterative process influenced by the researcher (Reich, 2021). Both authors shared marginalized identities with the participants. Together, the authors brought both perspectives: emic (insiderness) and etic (outsiderness; Beals et al., 2020). The benefits of an emic-etic approach in qualitative research are well-documented in the scholarly literature (Galperin et al., 2022; Markee, 2012). As a participant researcher, Author 1’s experiences mirror those of the other participants. Her emic perspective as an IDSM was an asset. It made it easier for her to build a rapport with participants. Participants were more vulnerable because they connected with her on many levels. Author 2, who was previously an international student for 5 years, is now a U.S. citizen and a full professor. Her etic perspective, gained through mentoring many IDSMs over a period of 14 years, was advantageous. She mentored Author 1 through the data collection, analysis, and manuscript development process. This departure from “classical dichotomies of researcher/researched” (Taylor, 2011) enhanced the trustworthiness of data collection and transferability of findings.

Data Quality

We used several approaches to minimize research bias and enhance the trustworthiness of the data. Author 1 addressed this issue by using bracketing to “minimize the damaging effects of assumptions that might taint the research process” (Habibullah et al., 2023, p. 849). Gearing (2004) describes bracketing as a ‘scientific process in which a researcher suspends or holds in abeyance his or her presuppositions, biases, assumptions, theories, or previous experiences to see and describe the phenomenon’ (p. 1430). Author 1 consciously tried to “be honest and vigilant about her perspective, pre-existing thoughts, and beliefs” (Starks & Brown Trinidad, 2007, p.1376). We also met often for peer debriefing (Gardner, 2013). Additionally, we wrote memos throughout data collection and analysis to examine and reflect upon our engagement with the data (Cutcliffe, 2003). We consistently used Facebook Messenger to share detailed, descriptive, theoretical, and analytical memos and diagrams about the dataset. Author 2 used a restoring table while listening to the audio recording of each interview to summarize data and identify gaps. She wrote analytic memos and questions to guide the second interview.

During the coding phases, Author 1 utilized NVivo, a qualitative data analysis software, and a codebook to code the data. Author 1 also identified key quotations in each transcript that helped us understand the world through the participants’ eyes. During this stage, both authors used document reflection memos to reflect vertically on participants’ experiences, employing a wide-angle lens (Razaghi et al., 2015). These memos yielded a condensed, yet comprehensive account of the narrative trajectory of each participant’s pivotal moments, takeaways, and governing perspectives reflected in the transcript as a whole. This approach also captured the authors’ thoughts about the participants’ assumptions evident in the transcripts, their way of speaking or thinking, repetitions, and patterns that emerged in each interview (Razaghi et al., 2015).

Data Collection and Analytic Procedure

Author 2 interviewed Author 1to demonstrate how the protocol should be used. The data became part of the dataset. Author 1, the participant-researcher, twice conducted two Zoom interviews with four of the five participants. Naledi did not participate in the follow-up interview due to time constraints. At the start of each interview, Author 1 welcomed the participants, requested permission to record the session, and obtained verbal informed consent. Participants did not report experiencing any risks during the interviews; rather, many described the process as cathartic and emotionally beneficial. Author 1 used the interview protocol to conduct the semi-structured interview. She edited the Zoom-generated transcript after every interview. After that, Author 2 conducted a preliminary analysis of the transcript and video recording using a re-storying table. She compiled a list of follow-up questions for each participant based on the gaps she found. Except for Naledi, Author 1 interviewed each participant again, using the re-storying table and follow-up questions. Naledi responded to the follow up questions by email. We sent the participants a $30 gift card after they had participated in the second interview. We analyzed data from the 13 interviews and email collectively. Together, they provided richness and depth specific to each participant’s circumstances. We used NVivo version 12, a software program often used to support qualitative data analysis, to code the data. We began with the deductive approach, also known as a top-down approach, to pre-identify a priori codes based on existing literature and the research questions. Next, we employed inductive coding, also known as bottom-up coding, to extract codes directly from the data. We used a codebook to guide the identification of distinguishing, standard features, and unique cases. We also used it to engage in typological and interpretive coding (Hatch, 2023) and continuous comparison (Strauss & Corbin, 1998). Author 2 utilized the tools provided by NVivo 12 to annotate the data.

Finally, we advanced to more abstract levels of analysis by utilizing NVivo’s attributes, coding, and query features. We asked questions as part of this data interrogation process (Silver & Lewins, 2014). We also queried the coded dataset to examine the potential relationships and patterns between IDSMs’ key attributes (e.g., age, marital status, number and location of children and spouse, time in the United States) and the coding outcomes.

Results

In this section, we present an analysis of a cross-section of the data we collected for a more extensive qualitative study. We have organized the results by the three research questions: IDSMs’ academic stressors, coping, and support during the pandemic.

IDSMs’ Academic Stressors During the Pandemic

Research question one investigated the academic stressors of IDSMs during the pandemic. Our analysis revealed a notable difference in how IDSMs described their academic stress based on their time spent in the United States, funding, and support. The six participants made numerous references to academic stressors during the pandemic (n = 61). The experience of being an IDSM during a global pandemic was much more intense for some. Farah, Shapla, and Marium, who began their doctoral programs in their respective countries, made proportionately more references to academic stressors (n = 17, 12, 12, respectively) than their counterparts, Fatima, Naledi, and Anastasia, who resided in the United States (n = 8, 6, 6, respectively).

We attributed this difference to several factors. Fatima, Naledi, and Anastasia had acculturated to the educational system and life in the United States, having completed their master’s degrees before the pandemic began in the spring of 2020 (see Table 2). Fatima and Anastasia also had the added benefit of a spouse to share the role of parent, as well as their mothers, who visited during the pandemic. Nevertheless, both groups experienced a feeling of being overwhelmed. Marium, Shapla, and Farah had to salvage shattered dreams by starting their doctoral programs in their home countries. Uncertainty about the future, technology overload, and time zone fatigue intensified their stress levels. Fatima and Anastasia, who were in the dissertation phase of their respective programs, were challenged by life events—birth and death. Furthermore, they all experienced different stressors as they adjusted to the new normal.

Table 2.

IDSMs’ Coping Strategies With Illustrative Quotes.

Coping strategies	References	Illustrative quotes
Compartmentalizing	13	I think I prioritize whatever is, you know, most important. I try to tackle it first and go down the list of whatever I need to do next. But if it’s something beyond me, you know, influence. I cannot really change things. I don’t know; I just sit and wait. I guess I don’t know (Anastasia, personal communication, 06-06-2022).
Delegating	7	My mom was really a great helper, especially with the house chores, cooking, and cleaning, I mean, she was helping me a lot. This might be kind of a release from the housework (Fatima, personal communication, 01-28-2021).
Giving up a role	4	The only thing that I gave up was my dissertation. I think at that time because, as I told you, it was really hard to teach and work on your dissertation. That’s the only thing. Yeah. But regarding other things, no, I mean, yeah, I try to make a balance between all the duties that I have (Fatima, personal communication, 01-28-2021).

Salvaging Shattered Academic Dreams

Marium, Farah, and Shapla experienced the acculturation process twice. Initially, while they were in their respective home countries, they had to acquaint themselves with the U.S. educational system. Later, they had to deal with the stress of acculturating to life in the United States.

Exploring the Unknown

The overwhelming experience that Marium, Farah, and Shapla initially faced stemmed from closing one chapter of their lives and beginning a new one. Farah described some of the changes she navigated:

The first thing is that when you’re shifting permanently to another place … you have to ensure that all your dues are cleared … they won’t let you enter their country, and they’re going to charge you for something. So, that was extremely stressful for me. You have to be in between two countries. I had to ensure my bank accounts were closed and my money was moved to a safe place. I mean, that was extremely challenging for me, very difficult, you know—(personal communication, 02-02-22).

Farah and Shapla described other factors that caused inner turmoil:

Wherever I have worked, like in Yemen, Qatar, and UAE, I have been given proper accommodation - a car, a driver, and many facilities. Going anywhere as a student and switching back to student life was very… The fear of the unknown was the biggest stressor for me, you know, when you know something, that is a … that street there, you have to go, you have to pay the bill over there, then, you know, you are sure about something, but when you’re not sure about anything—(Farah, Personal Communication, 02-02-22).

I was worried about the whole education system if I could adapt to a new type of education system because the coursework in our country is different from its counterpart in the United States is different. It was challenging for me to adopt the new way of learning, especially how to do online classes and learn a lot of applications. I participated in an orientation program, and they sent a lot of documents—(Shapla, personal communication, 11-28-2021).

Second Level Digital Divide

When Marium, Farah, and Shapla began coursework in the fall of 2020, from their respective countries, the digital divide became more apparent. Unlike learners who experience a first-level digital divide, they had access to digital devices. Nevertheless, they experienced a second-level digital divide and needed support to harness the potential of the devices they owned (Ravi, 2020). For example, Shapla describes how she lacked familiarity with the technologies she had to use. She said, “But in Bangladesh, the first thing I was worried about was the internet connection” (Shapla, personal communication, November 28, 2021). She also worried about how she would use different third-party applications that her country restricted. She said, “… we needed access to a Virtual Private Network (VPN) to access content assigned by our professors. We did not have information about VPN” (Shapla, personal communication, 11-28-2022). The lack of access to the assigned readings also created a sense of disconnection. She said, “The textbooks were not available. In my country we cannot buy things from Amazon, and we have some restrictions on buying stuff online. During the first semester, I followed a different edition of the required textbook. I could not buy the APA 7 manual, so I had to just check different websites, and that was not good enough” (personal communication, 11-28-2022).

Time Zone Fatigue

Farah, Shapla, and Marium had to make significant adjustments to their lives to attend their doctoral courses in different time zones. Their class met for six consecutive hours on alternate Saturdays. Marium said, “I used to come home and prepare a small meal for lunch and a big meal for dinner, study with them, and then have dinner. I washed the dishes. I start at around nine and finish at 3 or 4 am when they go to bed” (personal communication, 10-25-2021). Shapla said:

I was in a different time zone. So, my class starts from 6 pm to 2 am. Initially, 6 pm was fine with me, but when it reached 10 pm -11 pm, I started feeling very tired and unresponsive. Attending classes for a longer time, especially at that late hour in my country, was challenging for me—(personal communication, 11-28-2021).

Navigating the Cycle of Life: Death and Birth During a Pandemic

Having acculturated in the United States for several years prior to the pandemic, Fatima and Anastasia did not have to face the transitional challenges of “the unknown” that come with a new country and a different curriculum. Both were in the dissertation phase and working at their own pace. Like many other graduate and postgraduate students in the United States, the births and deaths during the pandemic impeded the academic performance of Fatima and Anastasia. Both dealt with the loss of loved ones. Anastasia’s grief was coupled with a feeling of helplessness because restrictions prevented her from traveling to Ukraine. She said:

My grandma at that time was 90 years old. Moreover, I was very close to her. So, I was definitely worried about her getting sick. And eventually, unfortunately, she did. She died in August of that year. And I couldn’t go because I was pregnant. And I was, you know, the flights were not flying. So, it was crazy—(Anastasia, personal Communication, 06-06-2022).

Fatima, from Palestine, initially attributed the lack of progress with academic tasks to her workload. She said, “… teaching and studying, I think, don’t go together. It’s really hard…but I was working on publishing one of my articles” (Fatima, personal communication, 01-28-22). In the follow-up interview, she went on to explain that her brother’s murder in her home country left her devastated, with little desire to study. She communicates her angst by saying:

… it was really hard to come back to my academic life. I’m struggling at this moment. I’m doing my best to return back to my writing, my reading, and let’s say my PhD completely. I felt that I was cut and needed to resume and continue, but that kind of connection is a mess, I think, and I’m struggling to get it back. Whenever I sit and start to focus, there are so many distractions that come to my mind, and I feel that I don’t want to continue. It’s really hard—(personal communication, 01-28-2022).

Even though the birth of Anastasia’s son was joyful, it disrupted her course of study. Her plan to work on her first three chapters and defend them in the spring of 2021, when her mother visited, did not materialize. The factors that affected her productivity between 2020 and 2021 changed over time. During her pregnancy, she was overcome with feelings of guilt and concern about her unborn child’s health. She said:

Moreover, here I am pregnant, you know. I feel like… in my mind I am guilty of having this child while other people are dying. So, honestly, for me, it was a very difficult period. One side is like … there is coursework, you know, I need to do all the stuff, but also, I’m pregnant. I was afraid that I would get sick, and that the child would be sick—(personal communication, 06-06-2022).

She felt the need to keep her pregnancy secret because she thought the department would be less inclined to hire her as a teaching assistant if they knew she was pregnant. This anxiety impeded her ability to write. She also attributed her lack of productivity to the challenges one faces with a new baby:

… when I do not have enough sleep, I’m very angry. It’s just that I need eight hours of sleep. So, I was sleep deprived. I was angry with everybody. He was fussy. He was like, you know, he wanted to eat. He was big, like, he’s still a pretty big boy. So, he wanted to eat all the time. And I think I was exhausted. I was definitely exhausted from managing things. I mean, it’s good that my mom was here—(personal communication, 06-06-2022).

Cognitive Discomfort With the “New Normal” of Online Instruction

There was variability in the way IDSMs described online learning. Fatima described this phase as the “new normal.” She said she felt “…burnt out” and “totally exhausted” (personal communication, 01-28-2021). She went on to explain that she had difficulty adapting to the new normal. She said:

Having your family in the house, the children didn’t go to school, and you are used to them being out for some time during the day. Your husband is at home as well. So, I mean, yeah, those are kinds of, let’s say, new things that happened to your life that you are not used to—(personal communication, 01-28-2021).

Shapla and Farah, who began the program in Bangladesh and the UAE, described their challenges with online learning. Shapla, who had limited exposure to online instruction, was intimidated by the volume of resources provided by the university before the program began. She said, “I did some, like orientation type of program, so they sent a lot of documents. It was really tiring to read and go through so many documents. So, this was kind of a challenge” (personal communication, 11-28-2022). She continued to feel intimidated by the new way of learning, especially when it came to participating in online classes and using applications that were not always compatible with her country’s technology. Farah echoed similar sentiments. She said, “… the level of work and the expectations and then getting acquainted with Desire to Learn (D2L) and uploading stuff, that was really challenging” (personal communication, 02-02-2022). Marium completed her first semester in Qatar before moving to the United States with her three children; she had a more positive experience. She described some of the benefits of online instruction:

Starting this online in terms of social interaction with professors and classmates wasn’t bad at all. It was good. It gives you space. You’re not in person, so if you don’t want to speak, you don’t have to if you’re just feeling nervous. It eased my nervousness. It was very good—(personal communication, 10-25-2021).

Conversely, Naledi, who had experience with online instruction in the U.S. education system prior to the pandemic, felt that online instruction affected the exchange of ideas and class dynamics. She said:

It also creates a lot of distance; you know, people want to learn with you or understand situations. And, like I said, we came from different backgrounds. So, others had real serious difficulties, issues with productivity, and making sure that they were able to get out information that they needed—(personal communication, 02-01-22).

Additionally, she felt that remote instruction altered her study habits and student-student and student-teacher interaction. She said:

My study routine changed; I would put things on the back burner. I know what tomorrow evening’s classes are. I’ll do it later. You know, and it also affects issues like group work. If you have group work without having met them, you’re like, ‘How am I going to do group work? Now? Now, who will communicate to bring the group together?’ So, it changed the dynamics in that sense. It also creates a lot of distance; you know, people want to learn with you or understand situations—(Naledi, personal communication, 02-01-22).

How IDSMs Coped With Academic Stressors

Research question two explores how IDSMs coped with academic stressors. We used Goode’s (1960) first technique to analyze data related to coping. According to Goode, managing role strain involves manipulating role structures. It includes compartmentalizing, delegation, elimination of role relationships, extension, overcoming obstacles to the indefinite explanation of the ego’s role system, and barriers against intrusion. Although IDSMs made numerous references to coping strategies during the pandemic (n = 59), they only referenced three of the five strategies described by Goode. We list these in Table 2, along with illustrative quotes.

The majority (n = 13) referenced compartmentalizing as a coping strategy. Farah (n = 5) and Fatima (n = 3) referred to compartmentalizing more than Marium (n = 2), Naledi, Shapla, and Anastasia (n = 1, respectively). The IDSMs compartmentalized their time differently when they joined the doctoral program, as all were managing full-time jobs. When Naledi began the doctoral program in the spring of 2021, she started juggling multiple tasks. Similarly, when Farah joined the doctoral program in the spring of 2021 while working full-time in the UAE, she completed coursework on weekends. Fatima lived with her family in the U.S., so she organized her schedule after seeing her children’s schedules. She said she focused on her studies at different times of the day, depending on when her children were home or in school. Conversely, Marium, who was raising children of similar ages, managed her overthinking and fears about the future by focusing on the present to cope with her stressors. Anastasia and Naledi, on the other hand, compartmentalized by listing tasks and tackling them one at a time.

Five out of six participants referenced the delegating strategy (n = 8). Farah referenced delegation more than the others (n = 5). She had delegated some of her job-related tasks before coming to the United States. After coming to the United States, Shapla delegated tasks to her mother, who was caring for her child in her home country. Fatima delegated housework mainly to her husband and children. In the Spring of 2021, she had her mother and mother-in-law over, so she delegated housework to them. Anastasia delegated her household chores to her mother and husband after giving birth to her son. When Farah, Marium, and Shapla arrived in the United States, they had no one to whom they could delegate work. In Marium’s case, her workload increased. She could no longer afford a housekeeper. Naledi said she had developed the habit of delegation over the years and was always willing to delegate some of her tasks when she felt overwhelmed.

Only three of the six IDSMs said that they gave up roles to cope with their stress (n = 5). While Shapla and Naledi relinquished their parenting responsibilities to pursue their academic dreams, Fatima abandoned her dissertation work to devote more time to other tasks related to her job and family. IDSMs used five additional coping strategies to deal with academic and employment stressors: counseling, physical activity, connecting with friends, spiritual practices, and diversions.

Counseling

Farah was the only IDSM who mentioned counseling as a coping strategy. To cope with her stressors, she took advantage of counseling sessions at her university when she first arrived in the United States. She said, “I used to visit her for my mental health and to ensure that there’s somebody I can talk to about certain things.” Marium, Fatima and Anastasia could have benefited from these services.

Physical Activity

Several participants described how they used physical activity to cope with stressors (n = 3). Farah, Marium, and Anastasia discussed how physical activities were not a luxury, but a necessity for coping physically and mentally with their academic stressors. Despite the pandemic lockdowns, they were able to stay physically active in different ways. For example, Farah “switched from the gym to walks.” Marium chose high-intensity exercises; for this, she bought a stationary bike. Anastasia joined online yoga and spinning classes instead of going to the gym. She said, “I was pregnant and [….] the gyms[were] closed, so I was doing yoga on YouTube because I couldn’t go to the gym, which “kind of calming me down” (personal communication, 06-06-2022).

Connecting With Family, Friends, and Workmates

Shapla, Naledi Marium, and Farah described how they connected with family and friends to cope with the stressors (n = 4). Some IDSMs, like Marium, focused on the people in their immediate circle. Marium described how spending more “quality time” with her children helped her cope with her worries. Shapla found solace in gathering “with colleagues and friends outside.” Naledi and Farah reached out to family and friends, both locally and internationally. Naledi said, “I talked to my family a lot during that time because most of my friends are in South Africa, in different parts…” (personal communication, 02-01-22). Farah, accustomed to living and working in many different countries, expanded her social circle by communicating with her children and father in her home country. She also started making friends when she visited parks and other places.

Spiritual Practice

Two IDSMs, Farah and Fatima, described how faith and spiritual practices helped them cope with their stressors. Farah said, “Reading the Quran, praying, always, this really helps you to be well, mentally, psychologically, and socially” (personal communication, 02-02-22). Fatima explained that trusting God’s plan helped her cope with the stressors. She said:

You need to accept what is going to be in your life, whether it is good or bad. So that spiritual relationship certainly made things easier for me. Because I trust Allah, and I trust that all that is going to happen to me and my family is for our goodness (personal communication, 01-28-2021).

Diversions

IDSMs discussed how they needed a break from reality from time to time; this coping mechanism allowed them to escape the stresses of daily life temporarily. For Farah and Marium, work did not just increase their stress; it also became their refuge and escape from the stress of uncertainty. They liked the stability and predictability of going to work each day.

Farah said, “I indulged in involving myself completely in whatever I indulged in and in whatever direction the ministry was asking us to do. I was involved professionally and completely involved myself in my profession” (personal communication, 02-02-22). Marium said, “My work went back to normal, the same pace was a very demanding full-time job, and now I am going back to the office every day” (personal communication, 10-25-2021). Fatima used cooking as a means to cope with her stressors. She said:

There are really many ways that I do that in order to listen and mitigate those stressors in my life. First, I love cooking. So, I cook for the whole family with that kind of, let’s say, love and care for them to be well and enjoy the meal. So, it’s kind of … let’s say, a way out from that stress that you are having—(personal communication, 01-28-2021).

Naledi periodically drank “Lots of wine” to ease her stress—(personal communication, 02-01-22).

Multitasking

Another diversion some IDSMs used to cope with academic and employment stressors was multitasking. Anastasia and Naledi used several strategies to cope with work. Some strategies included prioritizing and working smart, not hard. Naledi said, “I found a strategy that worked for me; for some reason, I was working smart, not hard. Because that’s the only way I can deal with this. I was working smart, not hard. So, I was able to do these classes…using the same strategy” (personal communication, 02-01-22).

Discussion and Implications

Navigating the intricate tapestry of doctoral classwork, parenting, and teaching has always been challenging. The COVID-2019 pandemic worsened these challenges in many ways. Scholars have documented the academic stressors and anxiety caused by international students’ adjustment problems (Almurideef, 2016; Aydin, 2022; Jackson et al., 2013). Others have documented the experiences of IDSMs during the pandemic (Fridani et al., 2020; Koo & Nyunt, 2022; Lamichhane, 2023; Murad, 2021; Phan, 2022; Yip & Maestre, 2023). These scholars noted that IDSMs’ academic performance was affected by the transition to online supervision meetings, conducting research from home, and juggling family and childcare responsibilities.

This retrospective study contributes to the limited body of pandemic literature by highlighting the academic stressors that six IDSMs experienced over an extended period, from spring 2020 to fall 2021. Our purposeful sampling method and inclusion of IDSMs from a broad range of backgrounds offered significant benefits. It amplified the voices of six IDSMs—the experiences of this marginalized group, which is much smaller at many HEI, is often underrepresented, or left out in academic discourse. Data from a diverse sample ensures that the findings of this study reflect real-world complexity. The lived experiences of IDSMs with different marital statuses, parenting arrangements, and employment roles bring unique challenges and coping strategies. These varied perspectives reduce skewed results that might arise from a homogenous sample. It also led to richer, more nuanced insights into how the IDSMs’ overlapping identities (e.g., race, nationality, motherhood, student status) shaped their doctoral experiences during the pandemic. The findings of this study will resonate with other IDSMs who may have experienced similar challenges.

This study provides insight into the range of challenges IDSMs faced when they took coursework in their respective countries. COVID-19 thwarted Shapla, Marium, and Farah’s plans to begin their doctoral programs in the United States. Visa and travel restrictions during the COVID-19 pandemic hindered the mobility of international students, preventing Marium, Shapla, and Farah from joining their institutions at the beginning of the academic year. The findings of this study are consistent with studies that described how international students were forced to start their programs online due to visa restrictions during the COVID-19 pandemic (Bao, 2020; Chang & Fang, 2020; Coman et al., 2020; Liu & Peng, 2024; Ramírez-Hurtado et al., 2021). Like other institutions, this HEI accommodated IDSMs by allowing them to begin coursework from their home country. Additionally, they converted these IDSMs’ assistantships to scholarships. HEI should develop targeted resources that address the unique challenges faced by IDSMs like Shapla, Marium and Farah, who were navigating doctoral studies from abroad. Support services should consider time zone differences, technology fatigue, and coparenting complexities across borders.

Marium, Farah, and Shapla described stressors, including a lack of familiarity with the U.S. education system and limited access to books available in the United States. While they could keep their day jobs while studying, uncertainty about their futures magnified their stress levels. They also described stress related to the volume of content posted online. One way to increase familiarity with the education system in the host country while students are abroad is to assign each student a cultural navigator (Palmer, 2019; Strayhorn, 2015; Thomas et al., 2016). Ideally, these navigators should be from the same country as the student and speak the student’s native language. HEI can further address acculturation gaps, like those experienced by Marium, Farah and Shapla, by promoting peer mentoring between acculturated and newly arrived students to ease transitions and foster community. The cultural navigators could continue to support students when they move to their host country.

Koo and Nyunt (2022) reported IDSMs felt they were not good enough or were lagging behind their peers. We observed a similar pattern with some IDSMs. Online learning was more stressful for Farah and Shapla, as they struggled to adapt to the learning management system (D2L) and the online pedagogy. Even though administrators provided online orientation and mailed books to these IDSMs, it was not enough; these supports added to their overwhelm. HEI need to re-examine the nature of the pre-program orientation or bridge programs for students entering doctoral studies from abroad, especially those who have not completed prior degrees in the host country. In addition to providing recorded orientation tutorials, the faculty should consider connecting newer international students with senior international students in the United States. These peer mentors can provide personalized help in navigating the transition from their home country to the United States and alleviate some of the pressure experienced by IDSMs. Faculty can also reduce IDSMs’ stressors by utilizing Open Education Resources, which are free, mailing resources to them, and posting supplemental materials on the learning management system for those who need them.

Several scholars described how students struggled with online courses during the pandemic (Bao, 2020; Chang & Fang, 2020; Coman et al., 2020; Ramírez-Hurtado et al., 2021). Marium, Farah, and Shapla experienced time zone fatigue because they took their classes after a long workday, during the late evening hours. Faculty can use a proactive approach to reduce time zone fatigue by sending a pre-session survey to gain familiarity with students’ technical competence, bandwidth, and time zone, and make necessary accommodations. Faculty could offer more asynchronous sessions instead of synchronous sessions. When synchronous sessions are needed, faculty can record these and let IDSMs view them as per their convenience. These approaches will accommodate IDSMs’ unique schedules, enabling them to effectively balance academic responsibilities with family commitments.

Scholars investigated how academic and scholarly mothers managed their role strain during the pandemic (Guy & Arthur, 2020; Mason et al., 2023). Pascale et al. (2022) used Goode’s Role Strain Theory to examine the impact of the COVID-19 pandemic on the experiences of women faculty with children in the United States and Australia. They named three themes: “(a) accumulative burdens, (b) rationalization, and (c) gendered expectations” (p. 53). Our findings are congruent with only the first theme they named. Although we asked questions about the role their significant others played, the IDSMs’ responses were limited in scope. This finding could suggest the presence of gendered expectations, but we do not have data to support this claim.

Goode (1960) identified techniques to manage role strain by manipulating role structure through compartmentalization, delegating tasks to others, relinquishing a role, assuming a new role, and minimizing unnecessary interruptions while working in a role. The IDSMs who participated in this study primarily referenced compartmentalizing, delegating, and relinquishing roles as coping mechanisms. This finding is consistent with Yip and Maestre’s (2023) participants, who used compartmentalization and structured schedules. The IDSMs in this study did not reference taking on new roles or avoiding unnecessary ones. For example, Marium said she could not study until she sent her kids to bed. This finding is consistent with the literature, as many mothers used daycare or babysitters to avoid interruptions (Günçavdi et al., 2017; Hicks-Roof, 2020; Koo & Nyunt, 2022). HEI can address some of these challenges by offering support services that strengthen social and familial support networks. This could include family-inclusive programming or virtual support groups that recognize the role of spouses, caregivers, and extended family in student success. HEI could also provide local low-cost childcare for weekend and evening classes to alleviate the burden of childcare during non-traditional study hours. Additionally, universities can partner with local childcare providers to offer affordable services during weekends and evenings, ensuring IDSMs can attend classes without worrying about their children’s care. This strategy will enhance accessibility to education and promote academic success by removing a significant barrier for student mothers.

Many students experienced the loss of their loved ones during the pandemic (Hampton et al., 2023; Lee & Neimeyer, 2022; Scheffert & Parrish, 2023; Weaver et al., 2022). Like many others, Fatima and Anastasia’s progress with their dissertation came to a halt when members of their family died in Palestine and Ukraine. The difference between these IDSMs and their U.S. counterparts is that they were unable to connect in person with their families due to international travel restrictions. HEI need to reevaluate doctoral program expectations considering pandemic-era disruptions like remote learning fatigue and emotional strain. They should consider hybrid dissertation support models that accommodate students working across time zones or facing caregiving demands.

This study yielded findings that mirror those expressed by other IDSM. Like Phan’s (2022) participant in Vietnam, who found great solace in her children, even though they were far away, the IDSMs in this study found their children to be a source of joy and made an effort to connect with them as often as possible. Farah built her schedule around her adult children in another country, as did Naledi and Shapla. Similarly, Marium, Fatima, and Anastasia, who lived with their children, did the same. Marium mentioned that engaging in fun activities with her children helped her overcome the uncertainty. Fatima said that cooking with her children and teaching them Arabic helped her cope with her stressors.

Only one participant, Farah, who had adult children in her home country, accessed counseling services. Marium, confined to the house with her children, perceived counseling as a luxury. Similarly, neither Fatima nor Anastasia took advantage of counseling on campus even though it was available, partly due to their caregiving role. HEI can make counseling services more accessible by offering both online and in-person counseling, as well as low-cost childcare or drop-off options (Koo & Nyunt, 2022). Additionally, HEI can redesign counseling offices to include a playroom, encouraging IDMS to maximize the benefits of counseling services. When possible, HEI should also provide flexible leave policies and mental health resources for students experiencing major life events (e.g., childbirth, bereavement).

Two IDSMs in this study, Fatima and Farah, employed different coping mechanisms, such as spiritual practices, to manage their academic stressors. This finding is consistent with Fridani et al.’s (2020) study, in which participants employed spiritual practices. It also aligns with Yip and Maestre’s (2023) study, in which participants used journaling, and Lamichhane’s (2023) study, which involved self-reflexivity. Farah and Fatima described the powerful role spiritual practice played in dealing with stress. Like Lamichhane, we think that these practices should be encouraged, even if they are not part of the institutional care traditionally offered to these minority students. It is pertinent to note that these diversions are related to the interplay of IDSMs’ cultural differences, socioeconomic status, and lifestyle adjustments. These elements significantly shape how international students cope with stress (Chai et al., 2012; Szabo et al., 2016; Yan, 2017). Understanding these factors is crucial for providing targeted support to help IDSMs succeed in their new academic and social environments. Finally, HEI should encourage faculty and advisers to acknowledge emotional labor and normalize discussions around stress, burnout, and resilience. Doctoral coordinators should also integrate wellness check-ins and reflective practices into doctoral advising frameworks.

Limitations

This study has certain inherent limitations, just like any other that uses qualitative methods. The lead author’s role as participant researcher, her opinion, and the resources at hand may have unavoidably influenced her interpretation and data analysis. We mitigated research bias using the procedures outlined in the data quality section of this paper. We conducted this study in a unique setting, which may make it challenging to replicate the findings in other contexts. Furthermore, the sample of IDSMs involved in this study may not be representative of those enrolled in other programs or institutions; therefore, readers should apply the findings with caution. Author 1 used the screen-sharing option via Zoom with some participants but not others; this could have affected participants’ recall of strategies, especially those related to Goode’s Role Strain Theory. Finally, although each participant, except for Naledi, was interviewed twice, we did not have enough time to delve as deeply as we had hoped. In retrospect, we would have been able to collect significantly more data had we used Seidman’s three-interview protocol (Seidman, 1998). We recommend that scholars consider using this approach with minoritized populations, such as ours.

Implications for Future Research

The findings of this study underscore several directions for future research on IDSMs. First, while this study captured a snapshot of experiences during the COVID-19 pandemic, future research should examine how stressors and coping strategies evolve in post-pandemic contexts, where hybrid and digital practices are likely to persist. Longitudinal studies could show how coping mechanisms shift as IDSMs navigate changing academic landscapes, family dynamics, and mobility policies. Second, comparative research across institutional types (e.g., public vs. private, research-intensive vs. teaching-focused) and national contexts would identify structural supports most effective for IDSMs. Such studies could also highlight inequities and reveal best practices transferable across contexts. Third, as this study primarily applied Goode’s role strain framework, future scholarship could apply intersectional, feminist, or transnational lenses to capture the interplay of gender, race, class, nationality, and motherhood in shaping IDSMs’ experiences. Expanding theoretical frameworks would enrich understanding of the systemic forces influencing their academic and personal lives. Finally, researchers should investigate institutional and community-based interventions. Studies could test how practices such as peer mentorship, culturally responsive counseling, and family-inclusive initiatives affect IDSMs’ persistence, well-being, and academic success. Evaluating these can guide evidence-based recommendations for HEIs to create more inclusive and equitable environments.

Conclusions

IDSMs already grapple with role-juggling, emotional and physical overwhelm, and disrupted support systems (Evans et al., 2024). They also struggle with managing academic time, focusing on studies and financial concerns while worrying about family conditions in their home countries (Fridani et al., 2020). The pandemic not only exacerbated these existing stressors but also created new ones, such as uncertainty due to policy changes, fears of xenophobia, and limited understanding from educators about their unique challenges (He & Zhang, 2022). IDSMs, like the participants of this study, experienced shifting immigration policies, travel uncertainty, and mental health stressors (Yao et al., 2024).

The post-pandemic era has brought to light additional and ongoing challenges that heighten the already significant ones IDSMs face. The evolving academic landscape and the unique challenges IDSMs faced underscore the urgent need for institutional systems to adapt and provide comprehensive support in the post-pandemic era. Institutions need to implement policies and practices that increase maternal visibility, provide systematic support, and promote adaptability and resilience among academic mothers (Evans et al., 2024; Su et al., 2022). HEI must take proactive steps in the post-pandemic landscape to foster more inclusive and supportive environments that address the unique needs of this group. Steps include implementing programmatic, structural, and policy changes to increase maternal visibility and support in doctoral programs (Evans et al., 2024). Additionally, HEI should improve communication, clarify its policies, and provide tailored counseling support to enhance the well-being of international graduate students (Yao et al., 2024). Moreover, the post-pandemic shift toward hybrid and digital academic practices presents an opportunity to reimagine support systems for these students. HEI should leverage technology to create virtual communities, peer support networks, and accessible resources to mitigate the feelings of isolation and stress that IDSMs may experience in future expected and unexpected times of crisis.

As the world moves forward, the lessons learned from the pandemic can catalyze long-term structural changes that prioritize the well-being of IDSMs. HEI should keep the experiences of IDSMs at the forefront of conversations about equity and support in higher education. The resilience of IDSMs during the pandemic serves as a reminder of their strength, while the post-pandemic period presents an opportunity to create a more equitable academic environment. By addressing the unique needs of IDSMs, institutions can not only enhance their academic success but also contribute to a more inclusive and supportive post-pandemic academic community.