Literaturnachweis - Detailanzeige
| Autor/in | Smith, Paul H. |
|---|---|
| Titel | Enhancement and Constraint: Student-Mothers' Experiences of Higher Vocational Education, Emotion and Time |
| Quelle | In: Cambridge Journal of Education, 49 (2019) 2, S.163-179 (17 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Smith, Paul H.) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0305-764X |
| DOI | 10.1080/0305764X.2018.1483483 |
| Schlagwörter | Mothers; Higher Education; Vocational Education; College Students; Emotional Experience; Teaching Assistants; Positive Attitudes; Family Work Relationship; Parent Child Relationship; Time Management; Psychological Patterns; Foreign Countries; Student Attitudes; Family Relationship; Student Characteristics; United Kingdom (England) |
| Abstract | Student-mothers who study vocationally related higher education programmes are a relatively under-researched group. Specifically, there is a paucity of research into the emotions that these learners experience. This article discusses a qualitative investigation that examined the emotional narratives that a group of vocational student-mothers offered. They were studying for a foundation degree for teaching assistants at a university in the North of England. The student-mothers were largely found to have experienced positive emotions. However, familial and workplace guilt had also been encountered. These emotions emanated from notions about how family and workplace time should be used. Student-mothers managed this cognitive dissonance by stressing the reciprocal relationships that existed between their studies, family lives and school work. However, for many of these learners familial and workplace guilt was a strong and continuing emotion. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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