Exploring Experiences of Parent-Students, Seeking Graduate Education at a Highly Selective Public Institution in Kazakhstan

Abstract

This qualitative phenomenological study explores the lived experiences of parent-students (mothers and fathers) pursuing graduate education (master’s and doctoral programmes) at Nazarbayev University, a highly selective public institution in Kazakhstan. Through semi- structured interviews with six participants, the research examined how they navigated the intersection of rigorous academic demands and active parenthood within Kazakhstan’s socio-cultural context, where traditional gender roles remain strong. The findings revealed that participants faced significant challenges, including severe time poverty, emotional strain, and gendered role expectations—mothers often bearing the double burden of caregiving and daughter-in-law duties, while fathers carried the primary responsibility as breadwinners. Despite these pressures, participants demonstrated notable resilience through structured time management, heavy reliance on extended family support, external childcare, and proactive financial planning. Importantly, many also described positive experiences, such as increased motivation, discipline, purpose, and personal growth, which were often fueled by their desire to build a better future for their children. The study highlights the relational nature of academic success for parent-students and underscores the current invisibility of this group within institutional structures. It calls for more inclusive policies, particularly affordable on-campus childcare, flexible academic arrangements, and greater recognition of parent-students’ realities.