‘The Weight That We Carry’: Using Photovoice To Uncover Student Parents’ Experiences In Higher Education

Caregiving students carry identities that have historically been marginalized within academia and continue to face limited institutional awareness and support (Lovell, 2020; McCourt, 2018; Yates, 2022). This study analyzes the experiences of student parents at the University of Texas at El Paso (UTEP) to understand how they balance their family and academic responsibilities, the challenges they face, and the communities of support they find within their university experience. Using Photovoice as a method, 22 student parents shared photographs and the narratives behind each image that represented their daily lives inside and outside the classroom. The data analysis, guided by grounded theory, revealed seven main themes: (1) Our Journey, (2) Mental Load, (3) Barriers, (4) Mentally Present, (5) Space, (6) Community, and (7) Resolver/Resolve, which together illustrate the realities and experiences of student parents throughout their educational journey. My findings revealed that student parents face social, institutional, and financial barriers in academic spaces. Despite these challenges, they employ resistance strategies and build support networks to continue higher education and complete their degrees. This study highlights the importance of recognizing student parents as a valuable population in the university community; the need for inclusive institutional policies that truly acknowledge their realities; and the creation of more accessible spaces and resources within the campus. I argue for an urgent shift in academia from an individualistic mindset toward an ethic of care, grounded in collective support and responsibility that recognizes caregiving as an important part of student identities and experiences. Finally, I argue that Comadrisma offers a practical framework to guide this transformation.