Enhancement and constraint: Student-mothers’ experiences of higher vocational education, emotion and time

Research output: Contribution to journalArticle

Original languageEnglish
Number of pages17
JournalCambridge Journal of Education
Early online date2 Jul 2018
Publication statusE-pub ahead of print - 2 Jul 2018
Student-mothers who study vocationally-related higher education programmes are a relatively under-researched group. Specifically, there is a paucity of research into the emotions that these learners experience. This article discusses a qualitative investigation that examined the emotional narratives that a group of vocational student-mothers offered. They were studying for a foundation degree for teaching assistants at a university in the North of England. The student-mothers were largely found to have experienced positive emotions, however familial and workplace guilt had also been encountered. These emotions emanated from notions about how family and workplace time should be used. Student-mothers managed this cognitive dissonance by stressing the reciprocal relationships that existed between their studies, family lives and school work. However, for many of these learners familial and workplace guilt was a strong and continuing emotion.

    Research areas

  • higher vocational education, educational guilt, foundation degree, teaching assistants , integrated lives, student-mothers


  • Response

    Rights statement: This is an Accepted Manuscript of an article published by Taylor & Francis in Cambridge Journal of Education on 02/07/2018, available online: https://doi.org/10.1080/0305764X.2018.1483483

    Accepted author manuscript, 612 KB, PDF document

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