Higher Education Helps Single Mothers Become Effective Role Models

Autor/inn/en	Greenberg, Zeev; Shenaar-Golan, Vered
Titel	Higher Education Helps Single Mothers Become Effective Role Models
Quelle	In: International Journal of Inclusive Education, 24 (2020) 2, S.115-129 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3116
DOI	10.1080/13603116.2018.1451929
Schlagwörter	One Parent Family; Mothers; Role Models; Poverty; Self Efficacy; Childrens Attitudes; Access to Education; Program Effectiveness; Parent Child Relationship; Foreign Countries; College Students; Employment; Quality of Life; Disadvantaged Environment; Socioeconomic Status; Coping; Academic Degrees; Israel + Suchen Sie Ihr Suchwort? Single parent family; Ein-Eltern-Familie; Mother; Mutter; Identifikationsfigur; Armut; Self-efficacy; Selbstwirksamkeit; Education; Access; Bildung; Zugang; Bildungszugang; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Ausland; Collegestudent; Dienstverhältnis; Lebensqualität; Socio-economic status; Sozioökonomischer Status; Bewältigung; Degree; Degrees; Academic level graduation; Akademischer Grad; Hochschulabschluss
Abstract	Single mothers living in poverty face numerous challenges raising their children. Their environs, limited free time, and difficulties negotiating daily life are obstacles that programmes attempt to circumvent by helping their children break free from the cycle of poverty. These issues are discussed in literature on the importance of increasing social and economic mobility through improved access to higher education. This research examined, from their children's perspective, the significance of an academic programme designed to achieve that goal for single mothers coping with poverty in the Northern Israel periphery. In-depth interviews with their children revealed distinct characteristics of the mothers' modelling fostered by their new identity as college students. Mother-child collaboration was created based upon common learning tasks. From the children's descriptions emerge values and activities they identified as meaningful in their mothers' lives, improving her situation and defining her as successful. Older children described a new dialogue characterising their relationship. The dialogue, based on mutual admiration, drew upon topics from the mother's academic world and stimulation of personal and social activism. These findings contribute a theoretical aspect to the definition of modelling -- learning from the other -- and elucidate influences of higher education on single mothers from their children's perspective. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01