This Ethnographic/Autoethnographic study reflects in rich detail a young teacher’s life as she navigates the changing landscape of her first pregnancy, the birth of her child and her subsequent return to work as a full-time teacher. Using data which has been collected from a personal journal which she kept throughout the eighteen month period of the study, it examines the practical and emotional challenges which she faced, and the commitment, self-sacrifice and dedication required of her for the continuation and advancement of her career. By combining her data with observed field notes, semi-constructed interviews and reflexive narrative, I have been able to offer a holistic and balanced account of her experience and expose the complexities of motherhood today and the impact they have on a woman’s life choices and professional decision making. My study revealed how this new mother faced a myriad of decisions and dilemmas, decisions, which ultimately impacted on her emotional well-being, and her power and identity as a woman, a wife, a daughter and a professional teacher. Its findings suggest that notwithstanding the historical political and legislative policies which have been implemented, in reality, little has changed since my own experience of being a working mother some thirty years ago. It recommends that if the increase in working mothers is to continue to rise, more must be done, both culturally and institutionally to alleviate the physical and emotional pressures which currently only serve to exacerbate the guilt and stress which appear to be an innate characteristic of the maternal condition. It concludes by recommending that working mothers need to harness “their strengths, their ability to learn, their confidence and joy in their work –[because this is] all part of being a woman now, [it is] part of [their] female identity” (Friedan, 1963, p.331), and rather than accepting motherhood as being a moderating factor, they should allow it to become an influence for further personal and professional growth and liberation, so that they can reassert their power and fight back to assume their equal place in society (Kristeva, 2015).

This study uses a modified life history approach to gain deeper insights into the lived experiences of three teachers who became mothers while serving in Jamaica. This study was conceptualized as a result of my experiences as a teacher who became a mother. I was desirous of investigating if other teachers who became mothers in Jamaica experienced similar personal and professional transformation as a result of motherhood. The use of a life history approach necessitates an exploration of the wider historical, familial, socio-political, cultural, and economic factors influencing the lived experiences of participants and the meanings they give to their experiences. Dominant themes highlighted in the data include: the ideology that the overarching goal of education in Jamaica is for social mobility and an escape mechanism from poverty. Becoming a mother has resulted in participants taking greater levels of interest in the holistic development of students, rather than only emphasizing their academic development as they did prior to becoming mothers. Participants also developed more empathy for parents and closer collegial relationships when they became mothers. Participants’ relationships with administration were two-fold; on one hand they lobbied for improvements to their working conditions which may have a positive impact on their family life; while on the other hand, they also cared more about self-preservation in order to adequately meet the needs of their families. Motherhood also provided opportunities for participants to become more involved in various social groups in their communities. Various socio-political and economic challenges in Jamaica resulted in participants migrating to a Prairie city with their families. However, living in a multi-cultural society where they are racial minorities has presented its own challenges. Participants are negotiating the notion of home and being outsiders.