A Temporal Multifaceted Adaptation Approach to the Experiences of Employed Mothers

Edwards, Michele Rees

doi:10.1080/01494929.2012.700911

Cited by 2 publications

(1 citation statement)

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“…In summary, it seems that the double burden of home and work is more likely to affect women (Hochschild, 2003;Park, Bryson, Clery, Curtice & Phillips 2013;The Fatherhood Institute, 2016) but would not seek to belittle the pressures felt by men working in the teaching profession; the teaching recruitment and retention crisis is not a new phenomenon and it does not just apply to women (Wiggins, 2016). However, It would seem that we have not yet seen a 'gender role revolution' (Esping- Andersen, 2009;Park et al, 2013), and I have found no evidence to suggest that the research on working mothers and portrayals of working mothers from this country (Gash, 2009;Park et al, 2013;Rees-Edwards, 2012) and further evidence from Europe and beyond (Horne andBreitkreuz, 2016, Dow, 2016;Hochschild and Machung, 2003) would not also apply to teacher-mothers. It seems likely that the gendered expectations of caring, nurturing women in education roles (Page, 2011(Page, , 2013Sikes, 1998)…”

Section: 5: Microsystem and Mesosystem -School And Homementioning

confidence: 95%

The life histories of teacher mothers: exploring a special situation

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This thesis, ‘The life histories of teacher mothers: exploring a special situation’ concerns a personally motivated study on the experiences and influences on Primary and Early Years teachers who are also mothers. The study involved unstructured life-history interviews with five teacher-mothers and took a postmodern feminist approach, in that it aimed to tell the stories of women, for women, whilst acknowledging and centring the individual’s experience as unique. Ethical dilemmas were a key part of the study and thesis, including negotiating insider research relationships and maintaining participant voice in the data. It asks three questions: 1. What do the life history stories of teacher mothers suggest about this special circumstance? 2. To what extent does analysis of ‘ecological systems’ and discourses illuminate the life of a teacher mother? 3. What are the points of coalescence and convergence that groups of teacher mothers may relate to, that could be potential sites of new policy and activism? Analysis of interview data involved use of Foucauldian Discourse Analysis, combined with Bronfenbrenner's ecological systems model to create a new model of discourse analysis: ecological systems discourse analysis (ESDA) that considers teacher-mothers’ individual worlds, as well as giving opportunities to map shared themes and positions towards the discourses of teacher-motherhood. This may have future applications for other areas of narrative research. This thesis argues that the special circumstance of being a teacher-mother, whilst unique for every individual, has some points of coalescence of experience. These include the conflicting pressures of work and gender performativity, normalization of overwork, barriers to part-time work, guilt at being ‘good enough’ and a reluctance to identify school leaders as people in a position to change the discourse locally. It concludes that teacher-mothers’ stories are complex and that any local, regional or national policymaking, activism and supportive measures need to acknowledge this. Claims to knowledge include additions to the understanding of teacher-motherhood from coalescences of experience, flexible interview methods for hard to reach groups, the defence of teacher-motherhood as a special circumstance and a new model for discourse analysis.

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Section: 5: Microsystem and Mesosystem -School And Homementioning

confidence: 95%

The life histories of teacher mothers: exploring a special situation

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Does Dividing the Range by Four Provide an Accurate Estimate of a Standard Deviation in Family Science Research? A Teaching Editorial

Schumm

Higgins

Lockett

et al. 2016

Marriage & Family Review

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Occasionally, scientific reports have omitted information on standard deviations, making estimates of effect sizes very difficult to impossible. In such situations, several scholars have recommended obtaining an estimate of the standard deviation of distributions by dividing the range of the distribution (highest value minus lowest value) by four. However, there appears to be little evidence to confirm the validity of this approach. Articles from 2012 to 2015 in the journal Marriage & Family Review were surveyed to find instances where demographic variables (age, education, duration of relationship, number of children) were reported with both standard deviations and ranges. Ratios between range and standard deviations were calculated by several rules of thumb or more complex formulas and compared to the actual ratios obtained.Results indicated that dividing by 5 in general provided a more accurate estimate of actual standard deviations but accuracy in predicting the true ratio between range and standard deviation was substantially related to the position of the mean score within the range of scores with larger divisors needed as the mean approached either the minimum or the maximum values of the demographic variable (skew). Other recent formulae for estimating the standard deviation were also evaluated, but the skew-based approach appeared to be more accurate than the others.However, further investigation in other samples is needed because the skew-based approach was derived from observation of the data here, which might not replicate in different sets of data.

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A Temporal Multifaceted Adaptation Approach to the Experiences of Employed Mothers

Cited by 2 publications

References 183 publications

The life histories of teacher mothers: exploring a special situation

The life histories of teacher mothers: exploring a special situation

Does Dividing the Range by Four Provide an Accurate Estimate of a Standard Deviation in Family Science Research? A Teaching Editorial

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