‘The accommodation I make is turning a blind eye’: faculty support for student mothers in higher education

Dickson, Martina; Tennant, Lilly

doi:10.1080/0158037x.2017.1392296

Cited by 12 publications

(6 citation statements)

References 23 publications

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“…They explain the various supports faculty members give to student mothers including acknowledging them as new mothers, congratulating them, offering empathy, and making academic and pastoral accommodations. The findings of this study contravene those of Dickson and Tennant (2018) because the faculty of the institutions which the study participants attended did not have any such supports. The study findings indeed revealed that access to counseling services is important to help mothers cope with stigma and rejection from family, the community, and even friends.…”

Section: Discussioncontrasting

confidence: 85%

“…The existence of standard rigid rules and their consequences on student mothers' academic pursuit further supports the view that universities are adamant about students' responsibilities outside the university (Levine, 1993). According to Dickson and Tennant (2018), institutional and faculty support are very instrumental to student mother's success. They explain the various supports faculty members give to student mothers including acknowledging them as new mothers, congratulating them, offering empathy, and making academic and pastoral accommodations.…”

Section: Discussionmentioning

confidence: 99%

“…For example, they lack the necessary counseling services required to meet the emotional needs of student mothers in Africa (Chigona & Chetty, 2008; Maisela & Ross, 2018). Institutional and faculty insensitivity to the unique situation of student mothers has featured in studies outside Africa (see Dickson & Tennant, 2018; Mahaffey et al, 2015).…”

Section: Introductionmentioning

confidence: 99%

“…The challenges identified include financial constraints, time limitations, and subsequently poor academic performance. Existing literature for example overwhelmingly indicates a correlation between faculty support and student mothers’ academic success (Dickson & Tennant, 2018; Umbach & Wawrzynski 2005). Levine (1993) discusses how universities have standard regulations which do not consider students’ responsibilities outside university life.…”

Section: Introductionmentioning

confidence: 99%

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Navigating Student Motherhood in a Precarious Urban Context: Perspectives from Higher Education in Uganda

Kakuru

2021

Education and Urban Society

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This paper reports findings of a study on young mothers living in Uganda’s poor urban areas which have been politically labeled as informal settlements and therefore not eligible for social services delivery. Although 59% of all school dropouts in Uganda are due to young motherhood, the national education policy, and practice automatically exclude young mothers. Past studies on student motherhood addressed student mothers of all ages, and were not focused on poor urban communities. The qualitative study involved young female participants enrolled in institutions of higher learning aged, between the 17 and 25 and investigated the magnitude of their marginalization and exclusion. Study participants were purposively selected using snowball technique. Data were collected using life history interviews and observation. All interviews were audio recorded, transcribed verbatim, coded, and thematic analysis was done. The key themes are the context of urban poverty and student motherhood, lack of counseling services, poor law enforcement, and abandonment. The paper discusses how the young women navigate motherhood and education, thereby advancing the discourse on student motherhood in precarious educational contexts of urban poverty.

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Section: Discussioncontrasting

confidence: 85%

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Navigating Student Motherhood in a Precarious Urban Context: Perspectives from Higher Education in Uganda

Kakuru

2021

Education and Urban Society

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“…Whilst further research since 2014 has explored the experiences of studentparents (e.g. Brooks, 2015;Moreau and Kerner, 2015;O'Shea, 2015;Sallee, 2015;Mallman and Lee, 2016;Parr, 2017;Dickson and Tennant, 2018;Stone and O'Shea, 2019;Scharp et al, 2020;Webber and Dismore, 2020;Briegel et al, 2021), there is no evidence in the literature or elsewhere of Moreau's recommendations having been heeded in any deliberate or organised way. Several recent studies have focused on the impact of Covid-19 on student-parents (Arowoshola, 2020;Lin et al, 2021;Savage, 2021;Bogossian, 2021;Nikiforidou and Holmes, 2022) This action research study (Arnold and Norton, 2018) employed an inductive approach, helping the researcher to understand what is happening in practice (Saunders et al, 2012) and involving the collection of data and the subsequent emergence of theory and meaning (Stokes and Wall, 2014).…”

Section: Introductionmentioning

confidence: 99%

Let's get visible: evidence-based interventions aimed at supporting, empowering and celebrating student-parents in higher education.

Todd¹

2023

JLDHE

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This paper analyses the findings of a two-stage small-scale research project investigating the needs of undergraduate students with dependent children (‘student-parents’) studying in a post-1992 university. The findings of Stage 1 of the study, using data from semi-structured interviews with student-parents, show that student-parents need two things from their institution: a sense of belonging and flexibility. In Stage 2, a questionnaire survey was used to explore the impact of two interventions piloted during the 2021-22 academic year to address the Stage 1 findings. The paper then presents the next steps in this project: co-creation, with students, of systems designed not only to make visible our student-parent community but also to support, empower and celebrate their identities as student-parents.

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Through a glass, darkly: Gazing into the field of carers in academia

Moreau

Wheeler

2023

Review of Education

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Carers in academia is a young but growing field, which has quickly expanded since the 2000s and has gained new momentum during the Covid‐19 pandemic and the accompanying disruptions of personal and professional lives. It is also one which, through its associations with reproductive and women's work, remains relatively marginalised. This article examines the English language research literature on carers in academia. Drawing upon feminist poststructuralist theories, we contend that, because the literature is not ‘out of the discourses’ of care and academic work and, instead, contributes to construct the objects it speaks of, the state of the field is a matter of cognitive and social justice. Following the presentation of the methodological and theoretical frameworks and a discussion of the authorial voices framing the field, we consider the relative in/visibilities of various groups of care/rs. Drawing on a review which identified 158 relevant texts, we find research in the field broadly ignores male, disabled, BME and LGBTQ+ carers, as well as ancillary workers and professional groups other than academics, and forms of care work other than parenting healthy, abled children. We then move to discussing the liminalities of care, noting the absence of studies of care work in academia related to non‐humans and to end of life. We conclude by pointing out the need for further reflexivity in terms of how processes of knowledge production include and exclude in ways that are complex and fluid.

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‘The accommodation I make is turning a blind eye’: faculty support for student mothers in higher education

Cited by 12 publications

References 23 publications

Navigating Student Motherhood in a Precarious Urban Context: Perspectives from Higher Education in Uganda

Navigating Student Motherhood in a Precarious Urban Context: Perspectives from Higher Education in Uganda

Let's get visible: evidence-based interventions aimed at supporting, empowering and celebrating student-parents in higher education.

Through a glass, darkly: Gazing into the field of carers in academia

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