Discourses of Integration and Exclusion: Equal Opportunities for University Students with Dependent Children?

Marandet, Elodie; Wainwright, Emma

doi:10.1080/13562570902999775

Cited by 20 publications

(30 citation statements)

References 18 publications

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“…These include: the challenges of juggling the temporal demands of being both a student and a parent of a young child; the paucity of on-site childcare facilities; restrictive 'no child on campus' policies; late availability of timetables; inconvenient timing of lectures; and acute financial pressures (Alsop et al 2008;Marandet and Wainwright, 2009;Osborne et al, 2004). Similar findings have emerged from the US (Lynch, 2008).…”

Section: Introductionsupporting

confidence: 64%

“…Union of Students, 2009;Marandet and Wainwright, 2009 to miss so much' (Staff member 1). In contrast, staff at the Danish higher education institutions explained how there was a legal requirement upon them to offer flexible study packages to student-parents, to ensure that they are able to complete their degree in the specified period of time:…”

Section: Structural Differencesmentioning

confidence: 99%

“…Moreover, the work that has been conducted in this area has tended to focus on a single institution (see, for example, Alsop et al, 2008;Marandet and Wainwright, 2009) and thus been rather limited in its scope. While there is a much more substantial literature on mature students, generally (e.g.…”

Section: Introductionmentioning

confidence: 99%

“…For example, Marandet and Wainwright (2009) argue that the influence of neo-liberalist individualisation within the UK has tended to erase the significance of structural inequalities, with the effect of making student-parents believe that any difficulties they face are a result primarily of personal failures. Moreover, they contend that the commodification of higher education has resulted in the marginalisation of nontraditional students (including student-parents) who often have more complex and expensive needs than their peers.…”

Section: Introductionmentioning

confidence: 99%

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Student-parents and higher education: a cross-national comparison

Brooks

2012

Journal of Education Policy

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Section: Introductionsupporting

confidence: 64%

Section: Structural Differencesmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Student-parents and higher education: a cross-national comparison

Brooks

2012

Journal of Education Policy

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“…The British government's focus on widening participation in higher education, and attracting more mature students, has been criticised as following an 'add-on' approach. The higher education system may have simply focused on increasing numbers of mature students, without identifying and addressing their particular needs (Marandet and Wainwright 2009).…”

Section: Introductionmentioning

confidence: 99%

Academic resourcefulness, coping strategies and doubting in university undergraduates

Xuereb

2013

Journal of Further and Higher Education

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This study hypothesised that academic resourcefulness and coping strategies would predict doubting amongst university undergraduates. Doubting refers to the serious consideration of prematurely withdrawing from university. It was predicted that mature students would report higher levels of academic resourcefulness and adaptive coping strategies, and lower levels of maladaptive coping responses, than traditional students. Regarding year of study, it was predicted that first years would express more doubting. To explore the relationship between student-type and frequency of doubting, 176 psychology students completed a questionnaire. Academic resourcefulness was the only (negative) predictor of doubting. Mature students scored higher on academic resourcefulness and adaptive coping strategies, and lower on maladaptive coping strategies. First-year students were less likely to doubt than chance would predict. No significant difference in doubting status was found between mature and traditional students. The findings are discussed in terms of support from which students in higher education could benefit.

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Social and spatial disparities in emotional responses to education: feelings of ‘guilt’ among student‐parents

Brooks

2014

British Educational Res J

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This article explores the emotional responses to higher education of students with dependent children, and draws on 68 in-depth interviews conducted with student-parents in universities in the UK and Denmark. By focussing on one specific emotion -guilt -it contends that emotions are important in helping to understand the way in which particular groups of students engage with education, and the barriers they often face. Moreover, by considering four different higher education contexts (across two European nations), it suggests that emotional responses are spatially differentiated, and mediated by national policies and norms as well as the social characteristics of students.

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Discourses of Integration and Exclusion: Equal Opportunities for University Students with Dependent Children?

Cited by 20 publications

References 18 publications

Student-parents and higher education: a cross-national comparison

Student-parents and higher education: a cross-national comparison

Academic resourcefulness, coping strategies and doubting in university undergraduates

Social and spatial disparities in emotional responses to education: feelings of ‘guilt’ among student‐parents

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