Mothers who are student teachers: navigating their dual roles in pre-service teacher education

White, Stephanie

doi:10.1080/01580370802102064

Cited by 18 publications

(10 citation statements)

References 10 publications

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“…For some women their return to study at times put strain on their relationship, but it did not pose any long-term threat to the partnership. These findings concurs with those in a study by White, (2008), that reported that returning to education challenged womens' marriage, resulting in a near breakdown of the relationship.…”

Section: Impact On Relationship With Partnersupporting

confidence: 92%

Untitled

2016

IOSR

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This research study is an evaluation of motherhood experience in pursuit of postgraduate study in Kenya. The study has three objectives: 1) Learn more about the experiences of mothers who study at postgraduate level; 2) Analyze impact of postgraduate study on women and 3) Evaluate how mothers who study resolve tension of combining motherhood and education. Using a qualitative approach, the study gathered data through open-ended interviewing questioning from 32 female participants who reported in their role as mothers of child (ren) eighteen years old or younger enrolled for postgraduate study at University of Nairobi. These study findings reveals that postgraduate student mothers experienced conflict between various commitments like childcare, domestic, work and academic duties. However, nearly all the women reported ways in which they resolved tension that affected their studies on their families by employing positive coping strategies. Participants' success appeared to be based on being organized and making sacrifices in other areas of their lives, time-management skills, family support and by sacrificing sleep and recreating time for their families. Women in this study experienced numerous benefits as a result of their study. Individual benefits included increased selfesteem and a sense of professional identity. Children also benefitted from their mother's postgraduate education because she provided a positive educational role model, developed skills to assist her children with their own education, and positioned her to improve the financial future of her family. I.

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Section: Impact On Relationship With Partnersupporting

confidence: 92%

Untitled

2016

IOSR

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“…These findings concurs with those in a study by White, (2008), that reported that returning to education challenged womens" marriage, resulting in a near breakdown of the relationship.…”

Section:  Impact On Relationship With Partnersupporting

confidence: 46%

An Evaluation of Motherhood Experience in Pursuit of Postgraduate Study in Kenya

Musili¹

2016

IOSR

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This research study is an evaluation of motherhood experience in pursuit of postgraduate study in Kenya. The study has three objectives: 1) Learn more about the experiences of mothers who study at postgraduate level; 2) Analyze impact of postgraduate study on women and 3) Evaluate how mothers who study resolve tension of combining motherhood and education. Using a qualitative approach, the study gathered data through open-ended interviewing questioning from 32 female participants who reported in their role as mothers of child (ren) eighteen years old or younger enrolled for postgraduate study at University of Nairobi. These study findings reveals that postgraduate student mothers experienced conflict between various commitments like childcare, domestic, work and academic duties. However, nearly all the women reported ways in which they resolved tension that affected their studies on their families by employing positive coping strategies. Participants" success appeared to be based on being organized and making sacrifices in other areas of their lives, time-management skills, family support and by sacrificing sleep and recreating time for their families. Women in this study experienced numerous benefits as a result of their study. Individual benefits included increased selfesteem and a sense of professional identity. Children also benefitted from their mother"s postgraduate education because she provided a positive educational role model, developed skills to assist her children with their own education, and positioned her to improve the financial future of her family.

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“…Support from family is a key influence on the quality and quantity of space and time a student has and therefore their choice of strategy. Others have noted that family support is important for mature aged students (Kember, 1999;White, 2008;Zepke, Leach, & Butler, 2011), but few studies have defined support or explored how it impacts on student success (Castles, 2004). Kember (1999) describes a supportive family as one that willingly adapts its lifestyle to facilitate study and this is evident in the current findings.…”

Section: Discussionmentioning

confidence: 74%

“…One area where gender difference was apparent, however, was the expression of guilt; only the mothers expressed guilt for not spending sufficient time with the children, a finding paralleled in other research (White, 2008). Unfortunately, with only four male participants, and only one of those with children full time, it is difficult to comment further on gender differences.…”

Section: Discussionmentioning

confidence: 85%