Balancing Multiple Roles

The Experiences of Deaf Female Doctoral Students

Authors

  • Heidi M. MacGlaughlin
  • Kimberly K. Pudans-Smith
  • Ashley N. Greene
  • Beverly J. Buchanan

Abstract

This article presents an autoethnographic study featuring the narratives of four Deaf mothers who embarked on the challenging journey of pursuing doctoral degrees while fulfilling their responsibilities as parents, maintaining full-time employment, managing household duties, and carrying additional burdens associated with higher education. What initially began as conversations among these four mothers, sharing their personal experiences and struggles throughout their doctoral studies, evolved into the undertaking of this autoethnography. This study’s objective was to examine whether the absence of a support system, motivation, and family attitudes towards higher education had any discernible impact on their determination to attain a doctoral degree. Through a comprehensive analysis encompassing both formative and summative approaches, four common themes emerged: support, motivation, family attitude, and balancing roles. These themes align with existing ethnographic literature in this domain. Furthermore, the authors provide valuable insights and tools derived from these themes, facilitating the successful completion of a doctoral degree while fulfilling the multifaceted roles of being a mother.

Author Biographies

Heidi M. MacGlaughlin

Heidi MacGlaughlin has been an educator in Deaf education for over twenty years, specializing in early language acquisition, ASL/English bilingual education, family literacy, and fingerspelling. She holds multiple certifications, including E-12 Deaf and Hard of Hearing, E-12 ASL, Principal, ASL/English Bilingual Early Childhood Education, and ACUE Effective Teaching Practices. She earned her doctorate from Lamar University in 2018 and currently serves as the program coordinator for the Deaf Education Program at McDaniel College. Dr. MacGlaughlin has presented at national and international conferences on Deaf identity, literacy, and language acquisition. She has served on the Associate of College Educators-Deaf and Hard of Hearing (ACE-DHH) Board and consults with Language First. Passionate about advancing bilingual education and supporting families of Deaf children, she continues to advocate for best practices in early language development. Beyond her professional work, she is a dedicated supporter of her teenage son’s swimming career and enjoys travelling.

Kimberly K. Pudans-Smith

Kimberly Pudans-Smith earned her doctorate in Deaf studies and Deaf education from Lamar University in 2019. With over thirty years of experience teaching ASL, Deaf studies, and linguistics at various universities, she has been passionate about language acquisition and empowering students to reach their full potential. As a first-generation college graduate from a third-generation Deaf family, Kim has navigated and overcome numerous challenges, shaping her dedication to education and advocacy. She was a pioneer in developing the first-ever online sign language courses and created a platform for learners to discover new signs weekly. Beyond her academic contributions, she has traveled internationally to develop curricula and pedagogical strategies for Deaf individuals in third-world countries, ensuring communication access and vocational training opportunities. Now enjoying a new chapter, Kim spends her time at home with her husband and teenage son, embracing family life and future possibilities.

Ashley N. Greene

Ashley Greene earned her Doctor of Education (EdD) in Deaf studies and Deaf education from Lamar University in 2020. With fifteen years of experience teaching at all levels, from pre-K to PhD, she is dedicated to shaping the educational experiences of Deaf and hard-of-hearing students. As a first-generation college graduate and an assistant professor, Dr. Greene has overcome significant challenges as the only Deaf member of her family. Additionally, as a divorced mother of two children of Deaf adults (CODAs), she pursued all three of her degrees while balancing the demands of parenting. Her personal and professional experiences provide her with unique insights into the struggles that students may face, particularly those who juggle education, family responsibilities, and financial pressures. Dr. Greene is passionate about mentorship and advocacy, ensuring that students—especially those from underrepresented backgrounds—receive the support they need to succeed.

Beverly J. Buchanan

Beverly Buchanan, a native of Nova Scotia, Canada, earned a bachelor’s degree in biology from Gallaudet University before pursuing two master’s degrees: one in Deaf education from McDaniel College and another in sign language education from Gallaudet. She later completed doctoral studies at Lamar University, where her dissertation, Preservation of Maritime Sign Language: An Endangered Language of Canada, was published in 2021. With extensive global experience, Bev has delivered numerous presentations, published at least five peer-reviewed articles and two book chapters, and continued her research in sign language assessment. From 1995 to 1998, she volunteered as a teacher of the Deaf in Thailand. In 2002, she organized a cross-country cycling expedition with Deaf cyclists and founded the Deaf Way Student Scholarship Fund. 

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Published

2025-03-31

How to Cite

MacGlaughlin, H. M., Pudans-Smith, K. K., Greene, A. N., & Buchanan, B. J. (2025). Balancing Multiple Roles: The Experiences of Deaf Female Doctoral Students. Journal of the Motherhood Initiative for Research and Community Involvement, 15(1. Spring / Fall), 18. Retrieved from https://jarm.journals.yorku.ca/index.php/jarm/article/view/40713

Issue

Vol. 15 No. 1. Spring / Fall (2025): 25th Anniversary Issue on Mothering and Motherhood

Section

Articles

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