Women, Higher Education and Family Capital: "I Could Not Have Done It without My Family!"

Autor/in	Webber, Louise Anne
Titel	Women, Higher Education and Family Capital: "I Could Not Have Done It without My Family!"
Quelle	In: Research in Post-Compulsory Education, 22 (2017) 3, S.409-428 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1359 6748
DOI	10.1080/13596748.2017.1358521
Schlagwörter	Higher Education; Family Relationship; Social Capital; Social Support Groups; Qualitative Research; Females; Student Experience; Interviews; Concept Mapping; Participatory Research; Action Research; Cultural Capital; Economic Factors; Time; Academic Achievement; Womens Education + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Sozialkapital; Social support; Soziale Unterstützung; Qualitative Forschung; Weibliches Geschlecht; Studienerfahrung; Interviewing; Interviewtechnik; Concept Map; Forschungstätigkeit; Projektforschung; Ökonomischer Faktor; Zeit; Schulleistung; 'Women''s education'; Frauenbildung
Abstract	Previous research suggests that through engagement with higher education (HE), mature female students experience identity change and transformation which could lead to conflict and strain on family relationships. This paper analyses the links between family support and students' feelings of success. The findings are based on qualitative research methods focusing on whether HE changes a woman's identity and reconstructs family relationships using a theoretical lens of family capital as a tool of analysis. A narrative line of inquiry was used to build detailed stories of a small group of female students and their partners. The 11 women students were selected from one foundation degree in an Early Years programme at a further education institution. Data was constructed using mind mapping, focused interviews and a mosaic approach of participant-led research. This paper shows that HE transforms women's lives and the lives of their families. My paper contributes to knowledge on this topic through the development of a model of family capital. The paper concludes that through accessing family capital and having their studies valued by their family, women are able to minimise their feelings of guilt and be successful in their studies. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01