This paper explores the diverse ways in which a group of Chilean women of the lower socio-economic group dynamically construct their identity as mothers. The data gathered via qualitative interviews were assayed bringing together insights from the Appraisal Framework and Critical Discourse Studies. The findings display that these mothers instantiate three evaluative patterns to represent themselves: the mother-instructor, the attached mother and the striving mother. The linguistic resources used in the construction of these roles cover the repeated use of modulation of obligations directed both at themselves and at their children in order for the latter to become socially valued via access to education. In addition, they construct their identities via the voice and affective behavior of their children, positioning themselves as the most notable figure in their lives. The patterns of self-representation shown propose that these women’s only source of validation is their maternal function and their children’s love, in a context of poverty and invisibilization.