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

Paul H Smith

    Research output: Contribution to journalArticlepeer-review

    1 Citation (Scopus)
    49 Downloads (Pure)

    Abstract

    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.
    Original languageEnglish
    Number of pages17
    JournalCambridge Journal of Education
    DOIs
    Publication statusPublished - 2 Jul 2018

    Keywords

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

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