Parents in Higher Education: Impacts of University Learning on the Self and the Family

Autor/inn/en	Wainwright, Emma; Marandet, Elodie
Titel	Parents in Higher Education: Impacts of University Learning on the Self and the Family
Quelle	In: Educational Review, 62 (2010) 4, S.449-465 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1911
Schlagwörter	Higher Education; Academic Aspiration; Social Mobility; Economic Impact; Educational Benefits; Foreign Countries; Lifelong Learning; Educational Attainment; Parent Background; Parent Associations; Parent Participation; Learning Motivation; Barriers; Politics of Education; United Kingdom + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Soziale Mobilität; Ökonomische Determinanten; Bildungsertrag; Ausland; Life-long learning; Lebenslanges Lernen; Bildungsabschluss; Bildungsgut; Elternhaus; Elternvertretung; Elternmitwirkung; Motivation for studies; Lernmotivation; Educational policy; Bildungspolitik; Großbritannien
Abstract	Intra- and inter-generational social mobility have been implicit to a wide range of UK Government policies aimed at promoting social inclusion through a focus on education and employability. Framed by these policy initiatives and a critical look at widening participation in higher education, this paper reflects on the impacts of university learning on the self and the family among students with dependent children. With emphasis on, and differences highlighted between, male and female undergraduate students' own (often gendered) constructions of the impact of their university experiences and aspirations for social mobility, the paper suggests that while these students face numerous and varied barriers to their learning, they are motivated by the impact their studying will have on themselves and their families. Of notable significance is how higher education is perceived to reverberate within the home, promoting a culture of learning among, and encouraging the educational aspirations of, children. The paper concludes that this potential and perceived social mobility necessitates a bridging of the rhetoric of access with a reality of accessibility and retention for those students with caring responsibilities and offers a number of recommendations to encourage this. (Contains 1 table.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10