A sociological investigation into doctoral students’ perinatal experiences in Hong Kong

Several policy discourses link low fertility levels to increased educational opportunities, particularly for women. However, the structural constraints within higher education that hinder the combination of parenthood and academic achievement have received little attention. This study aims to illuminate the perinatal experiences, including both pregnancy and postpartum, of doctoral student-parents at public universities in Hong Kong. Specifically, it explores how pregnancy and parenthood influence doctoral students’ journey in the perinatal period. Additionally, the study evaluates the accessibility and effectiveness of existing institutional and social support systems in addressing the needs of pregnant and first-time parenting doctoral students in Hong Kong. The study engaged and interviewed 20 participants who were selected from diverse disciplines and public universities in Hong Kong. A significant contribution of this study is its inclusion of the experiences of male students with pregnant or postpartum partners, and the implications of these experiences for their academic performance. The study revealed that maternity policies for students are often “gray areas” in most universities, with pregnancy and postpartum support primarily available to female faculty members and staff. Psychologically, students reported experiencing stress and depression, with some receiving clinical diagnoses that affected their overall well-being and academic journey. International doctoral students faced greater stress, sometimes leading them to defer their programs. The findings of this study have important implications for the development of comprehensive maternity and paternity policies for students at universities in Hong Kong, and potentially in other parts of the world.