Women with dependent children - their journeys through a primary teacher training programme and the impact on their families. Stephanie White

 Student population at CCE has changed in recent years. An increasing number of mature-aged students, many with dependent children, have chosen primary teacher training as their pathway to engage in lifelong learning.  As a mother myself engaged in lifelong learning while working part-time and caring for my family, I wondered…. how do mothers who are also students manage it all? Why this topic?

n CCE – Primary Teacher ( teaching years 0-8) 3 year degree including 2 professional teaching practices per year. n Exploring the reasons for choosing this pathway for lifelong learning. n Identifying the key partnerships with those who support them in a variety of ways n Identifying the issues that impact on them and their families as they manage this journey. n What can we as a College do better? Context for the study

n 6 female students studying at all 3 levels of the degree. n Ages range from 22yrs -49yrs. n Dependent children range from 1-4, and ages between 3-23yrs. n 2 single parents, 2 married, 1 de facto relationship n Offer unique life experiences, circumstances, motivations, commitments, support, feelings, backgrounds, values and attitudes. The mothers

n Draws on feminist theory and qualitative research n Semi-structured interviews and short personal narratives used to share the women's voices and the dynamics of their gender n Provides an opportunity to understand social reality and value the complexity of other peoples lives n Principles of feminist research influenced all aspects of the study Methodology

n As a woman researcher known to the students as a mother, lecturer and part-time student, my position was open and transparent n However, in my role as their lecturer and Dean for second year students, I was privy to other information about these students that was not divulged through the research, but came to my attention later on in the year. n Extremely important to me and the mothers not to exploit or manipulate such knowledge to influence my research. Ethical issues

Their journeys n The stories and experiences appear to be gendered – guilt for leaving their children, not being at home enough, not having enough time, having to organise childcare, lack of money, keeping up with the domestic stuff…all strong female concerns n Motivation to become primary teachers a strong influence on their decisions to engage in lifelong learning n Practicalities of juggling both roles has a huge impact on them and their families

Gender n Women have feelings of guilt about leaving their children and not being home as much, need to organise childcare, struggle to put their own needs first – all culturally and socially appropriate experiences for women (Baxter & Blight, 1997) n Time problems are particularly acute for female students with children – balancing caring and domestic commitments with their studies (Lynch, 1997) n Juggling higher education with domestic responsibilities and ensuring their new role as a student doesn’t infringe too much on their established roles in the family (Baxter & Blight, 1997) n Loss of a social life, no time for friends, feeling that any spare time should be spent with their children, not being involved in wider aspects of student life( Blaxter & Tight, 1994)

Motivation n chose the female dominated and socially acceptable field of primary teaching as a career, but also succumbed to the social tradition of being a mother first and foremost n Most thought of being a teacher early on in life..but LIFE got in the way n Decisions to finally enrol fitted around their roles as mothers and their positive experiences with their own children and their schooling n Solo mothers desire to provide for their children, get off the benefit, have a career that allowed time with their children (school holidays) n Older mothers desire to be more than “just the Mum” – doing something for themselves - personal development, self improvement (Kantanis, 2002 )

Practicalities n Children’s feelings – positive and negative n Childcare (Griffiths, 2002) n Support networks (Duncan, 1995) n Money woes (Lidgard, 2004) n Time poverty (Cantwell & Mulhearn, 1997)

Partnerships n Key partnerships begin with the people who care for their children – family, friends, childcare staff n Support from their partners, children and/or family members in their decision to become teachers makes their journey more successful n College as an institution and the staff associated with it- extensions to assignments, absences from classes to care for sick children, professional practices close to home, etc n Fellow students who understand the extra demands on mothers in terms of lack of time for socialising and extra studying, childcare constraints and financial problems

College support n more formalised support system for students with children, such as a child friendly space, a designated quiet space, and opportunities for family members to come on campus (Bay, 1999) n Experienced and beginning teachers with children offering advice and support for students with children on how to cope when they become full time teachers!! n Priority for childcare at the College centre and the creation of an after school care programme n Better lecturer understanding around issues to do with their children

Recommendations n setting up of more formal learning communities for students with children n establish a properly resourced space and support person for students to bring their children.. especially after school and in the weekends n extended childcare for school- aged children n more money, more time, more flexibly available childcare, and more sympathetic timetabling to reflect school hours- some ideas to provide equitable access to tertiary education for students with dependent children

References n Bay (1999 ) n Baxter & Blight (1997 ) n Blaxter & Tight (1994 ) n Cantwell & Mulhearn (1997 ) n Duncan (1995 ) n Griffiths ( 2002) n Kantanis ( 2002 ) n Lidgard ( 2004) n Lynch (1997 )