| Description |
1 online resource (211 p.) |
| Contents |
Intro -- Half Title Page -- Praise for Recognising Students who Care for Children while Studying -- Title Page -- Copyright Page -- Dedication Page -- Acknowledgements -- Contents -- List of Figures -- About the Author -- Preface -- Chapter 1: Introduction -- Chapter 2: Exploring the Higher Education Policy Context -- Introduction -- Elite to Mass HE -- 1945-1997 -- Problematising Mass HE as Diverse HE? 1990s Onwards -- The Office for Fair Access 2004-2016 -- Post-Aimhigher 2010 -- Onwards -- The Equality Act 2010 -- Conclusion |
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Chapter 3: The Experience of Students Who Care for Children: A Literature Review -- Introduction -- The Student 'Parent' Experience -- Time and Space to Study -- Financial Support -- Personal Relationships -- Childcare -- Health and Mental Well-Being -- Systemic Invisibility -- Conclusion -- Chapter 4: Researching Students Who Care for Children While Studying: A Methodology -- Introduction -- Methodological Approach -- Standpoint and Work -- Texts and their Activation -- Research Design -- Methods of Data Collection -- Research Context -- Recruitment -- Participants -- Data Analysis |
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Themes and Theoretical Frameworks -- Othering -- Individualisation -- Passing -- Drawing the Theories Together with Recognition Theory -- Ethical Considerations and Reflexivity -- Reflexivity -- Conclusion -- Chapter 5: The Work of Being a Student Who Cares for Children -- Introduction -- The Work of Being a CCS Student and the Practical Topics They Navigate -- Time and Space to Study -- Location and Mobility -- Group Work -- Flexibility of PhD Study -- Sacrifice of Personal Time -- Childcare -- Financial Issues -- Tuition Fees -- Domestic Costs -- The Hidden Costs of Study |
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Inaccessibility of Institutional Norms and Practices -- Children on Campus -- Timetabling and Communication -- Service Design -- Changes in Support -- Support for International CCS Students -- Accessibility of Student Support -- Conclusion -- Chapter 6: CCS Students' Institutional Experiences: Activated Texts -- Introduction -- The Activation of 'Texts' within the 'Work' of CCS Students -- Application Forms and Admission -- Email Mailing Lists -- Websites -- Mitigation Forms -- Claire's Story -- Understanding Claire's Story -- The Student Parent Policy -- Nicole's Story |
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Understanding Nicole's Story -- Rebecca's Story -- Understanding Rebecca's Story -- Conclusion -- Chapter 7: Understanding CCS Students Within the Wider Institution -- Introduction -- Othering -- Individualisation -- Passing -- Conclusion -- Chapter 8: Conclusion: Findings, Recognition and Remedies -- Introduction -- Key Findings -- Theorising How to Redress CCS Students' Inequities of Experience -- Institutional Remedies -- Recommendation for the HE Sector -- Conclusion -- Epilogue -- References -- Bibliography -- Abbreviations -- Appendix -- Participant Vignettes and Demographics -- Students |
| Summary |
Problematising 'who' is recognised in widening participation and equalities policy, Samuel Dent presents an Institutional Ethnographic study, involving 16 students at a research-intensive UK University, and collected over two years, to gain further insight into the institutional experiences of students who care for children while studying |
| Notes |
Description based upon print version of record |
|
Claire |
| Subject |
Education, Higher.
|
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Parents of college students
|
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Higher & further education, tertiary education
|
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higher education.
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College student parents
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Education, Higher
|
| Form |
Electronic book
|
| ISBN |
9781839826740 |
|
1839826746 |
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