‘If they don't recognize it, you've got to deal with it yourself’: gender, young caring and educational support

Eley, Susan

doi:10.1080/0954025032000170345

Cited by 30 publications

(42 citation statements)

References 4 publications

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“…This power imbalance also meant that, in relation to the outside world, where power was possessed by education, health and social care professionals, young people felt threatened, invalidated and silenced in their role (Cree 2003, Eley 2004, Robson 2004, Martin 2006, Bolas et al 2007, Earley et al 2007, Moore and McArthur 2007.…”

Section: Becoming a Caring Personmentioning

confidence: 95%

“…Young carers in Moore and McArthur's (2007) Moreover, young carers did not feel that their friends could understand why they were unable to go out and socialise (Banks, Cogan, et al 2002, Cree 2003, leaving them with a sense of being 'different' as well as 'invisible'. Moreover, seven of the studies reported how the practicalities of caring were a barrier to children's socialising (Bilsborrow 1993, Gates and Lackey 1998, Eley 2004, Bolas et al 2007, Earley et al 2007, Moore and McArthur 2007. Young carers described their struggle to strike a balance between caring, schoolwork and a social life.…”

Section: Becoming a Caring Personmentioning

confidence: 96%

“…Several of the studies found that young carers struggled to explain how or why they had adopted their caring role (Banks, Cogan, et al 2002, Eley 2004, Robson 2004 H.D. Rose and K. Cohen Bolas, Martin 2006, Moore and McArthur 2007, Van Wersch and Flynn 2007.…”

Section: Becoming a Caring Personmentioning

confidence: 97%

“…Young carers in Eley's (2004) study described a 'hierarchy of care' whereby age and gender determined who cares. There was an expectation that older, female children would care and that male children would care only if necessary (Martin 2006).…”

Section: Who Is a Carer? á Others' Expectations And Stigmatisationmentioning

confidence: 99%

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The experiences of young carers: a meta-synthesis of qualitative findings

Rose

Cohen

2010

Journal of Youth Studies

100

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The aim of this meta-synthesis was to explore young carers' accounts of caring for a family member with an illness, difficulty or disability, and to promote a phenomenological understanding of their experiences. A meta-ethnographic method of meta-synthesis was adopted, utilising the process of reciprocal translation to synthesise 11 qualitative studies. The synthesis yielded four main concepts: (1) becoming a caring person; (2) the adult child Á the marks of being different; (3) who is a carer? Á others' expectations and stigmatisation; and (4) keeping caring as a secret Á protecting the caring role and identity. The synthesis of translation generated the higher-order concept of 'integrating caring into an emerging identity'. This concept considers the experiences of young carers as a process of identity formation in the face of persistent stressful experiences from both within and outside the caring role. The clinical implications of these findings are discussed.

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Section: Becoming a Caring Personmentioning

confidence: 95%

Section: Becoming a Caring Personmentioning

confidence: 96%

Section: Becoming a Caring Personmentioning

confidence: 97%

Section: Who Is a Carer? á Others' Expectations And Stigmatisationmentioning

confidence: 99%

See 2 more Smart Citations

The experiences of young carers: a meta-synthesis of qualitative findings

Rose

Cohen

2010

Journal of Youth Studies

100

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“…12 By using contemporary psychological and sociological studies such as the work of John and Elizabeth newson, on parenting, and Patricia Sikes, on teachers' experiences of parenthood, I will also be able to consider how these experiences were framed by women at the time. 13 Finally, as this summary indicates, I will be drawing to some extent on a case study of oxfordshire and the City of oxford, two local education authorities historically known for their progressive practice.…”

Section: Introductionmentioning

confidence: 99%

Education, parenting and concepts of childhood in England, c. 1945 to c. 1979

Tisdall

2016

Contemporary British History

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article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/ licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. Use policyThe full-text may be used and/or reproduced, and given to third parties in any format or medium, without prior permission or charge, for personal research or study, educational, or not-for-prot purposes provided that:• a full bibliographic reference is made to the original source • a link is made to the metadata record in DRO • the full-text is not changed in any way The full-text must not be sold in any format or medium without the formal permission of the copyright holders.Please consult the full DRO policy for further details. Laura TisdallFaculty of history, Lady margaret hall, University of oxford, oxford, UK ABSTRACTBoth education and parenting became increasingly 'child-centred' , or 'progressive' , in post-war England. This article contends that the impact of this shift for concepts of childhood, and for children themselves, was equivocal. Progressive methods were physically and emotionally demanding for both teachers and parents, and popularised versions of developmental psychology and psychoanalysis shaped a limiting concept of the child. This article also suggests, in line with recent work by Thomson and Shapira, that changing concepts of childhood map democratic selfhood because the capabilities that children lacked were those that must be possessed by the adult citizen. By exploring how children were defined in relation to adults, and how adults' needs were increasingly subordinated to those of the child, this article also begins to question how we might usefully use age as a 'category of historical analysis' .

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‘Who cares?’ Gender, care and secondary schooling: ‘Accidental findings’ from a seclusion unit

Barker

2019

British Educational Res J

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A breadth of research explores gendered professional identities, practices and spaces across a range of UK educational institutions. One focus has been on links between gender, care and education in early years settings and primary schools, although less attention has been given to caring within secondary schools. Drawing on qualitative research conducted in London within an in‐school seclusion unit, this article brings together a Lefebvrian conceptualisation of space with feminist theorisations of care to explore how the unit (conceived as a space of control, discipline and punishment) also became an unlikely space of care. In doing so, the article explores complex intersections between gender and care and how everyday caring practices in schools are inextricably linked to and embedded within broader institutional and spatial agendas and processes.

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‘If they don't recognize it, you've got to deal with it yourself’: gender, young caring and educational support

Cited by 30 publications

References 4 publications

The experiences of young carers: a meta-synthesis of qualitative findings

The experiences of young carers: a meta-synthesis of qualitative findings

Education, parenting and concepts of childhood in England, c. 1945 to c. 1979

‘Who cares?’ Gender, care and secondary schooling: ‘Accidental findings’ from a seclusion unit

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