UNDERSTANDING THE LIVES AND LABOURS OF LONE-MOTHER STUDENTS by SAJIDA ...

353 Pages·2016·4.9 MB·English

UNDERSTANDING THE LIVES AND LABOURS OF LONE-MOTHER
STUDENTS

by

SAJIDA NAWAZ

A thesis submitted in partial fulfilment of the requirements of Liverpool John
Moores University for the degree of

Doctor of Philosophy

November 2015
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Abstract

This study has explored the experiences of lone mothers and their labours as lone-
mother students in Higher Education and en route to accessing Higher Education. The
main aim of the study was to investigate barriers and constraints in provision of
support for lone mothers wishing to study in Higher Education. The importance of
education for lone parents has been well documented (Fryer, 1997; Scottish Office,
1998; Powney et al., 2000), and there has been a plethora of research undertaken on
Higher Education. However, the connection between the lone mother and education
has not received much attention; little is known about the support that is offered to
lone mothers whilst accessing Higher Education. Research by the National Union of
Students (NUS) (2009) has shown that in many ways the responsibilities of mothering
and mothers have not been considered by educational institutions as many courses
operate in a climate of assumption that most students are free from family obligations
of providing care. Due to lack of empirical research undertaken in this area, this study
adopted a qualitative ethnographic approach to investigate the lives of lone-mother
students. Furthermore, the study was conducted by an international student from
Pakistan who is a lone mother herself and whose experiences also form a part of this
research. An ethnographic approach was adopted and developed, to enable a holistic
understanding of the lone mothers’ experience in Higher Education and specifically in
relation to their cultural background. Hence, in-depth, semi-structured interviews were
opted for to collect data.

The research revealed in-depth knowledge about the relationships that the lone
mothers share with their children, extended family, friends and with studies. The data
suggested the need for socio - economic support for lone mothers in Higher Education.
The qualitative inquiry method used in this study allowed for an examination of the
phenomenon of ‘lone motherhood’. The depth, range and longitudinal nature of the
data allowed to see contradictions or contrasts in the data (e.g. extrinsic/intrinsic
motivations), as well as changes and developments over time (anxiety/self-esteem).
The iterative approach also enabled emerging theories and concepts to develop and to
be tested over time (e.g. ‘modelling’, ‘utopian’ narratives). Thus, the ethnographic
approach enriched the possibilities of ‘grounded’ theorising, and also improved the
possibilities of extending previous studies. Thus it indicates that lone-mother students’
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experiences of education are complex and therefore it is argued that the study of lone-
mother students should be extended to conduct further research into different aspects
of lone mother students in Higher Education.
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Acknowledgements

I would like to express my gratitude to all those who have helped me in numerous
ways during the course of my research.

I am deeply indebted to Professor Ian Stronach who has been a major source of
support and inspiration throughout my research and during the course of writing up,
without his unfailing support I would never have contemplated completing this piece
of work. I have also relied on the support and advice of Dr. Jo Frankham, for which I
am extremely thankful to her.

My utmost gratitude also goes to former supervisor who has helped me secure
funding, supported me during difficult times and has provided valuable feedback on
earlier drafts of my thesis.

In addition, I would like to thank my University for funding this study and for the
financial assistance rendered throughout the duration of this study. I express my
sincerest thanks to Reverend Ian Hu and Edith Evelyn Wali Muhammad Trust for
granting me the funds during my writing up stage to complete my PhD. I also
acknowledge the support of Professor Dave Huddart, Sue Ward and Caroline
O’Rorke for helping me in difficult times. They have been very kind and considerate
towards me for which I am thankful to them.

My deepest appreciation goes to my father, Muhammad Yaqoob and my mother,
Naseem Begum, without their prayers and persistent support this journey would not
have been possible. Thanks to my sisters- Abida, Noreen, Sadeya, Shazia, Farah and
Rubina and my brother Aftab, who encouraged me and supported me to complete my
final thesis. They are, and will remain an important part of my life. I would also like
to thank my son, Shahzaib for being my strength, joy and hope.
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List of Figures

Figure Title Page
Figure 1.1 Lone Parents with Dependent Children, 2001-2011 8

List of Tables

Table Title Page
Table 2.1 Methodological Paradigms 50
Table 2.2 Brief Demographic Profile of Lone-Mother Students 61
Table 2.3 Participants’ Name and their Codes 62
Table 6.1 Checking the Originality of this research based on Philips 213

and Pugh’s (2005) Markers
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List of Appendices

APPENDIX A : Letter to Gate Keeper
APPENDIX B : Recruitment Call
APPENDIX C : Visit Form
APPENDIX D : Participant Information Sheet
APPENDIX E : Consent Form
APPENDIX F : Demographic Questionnaire
APPENDIX G : Interview Schedule
APPENDIX H : Sample of Interview
APPENDIX I : Ethics Approval For Study
APPENDIX J : Permission from Prof Ian Stronach
APPENDIX K : Paper Publication in BERA Research Intelligence

(Bibi-Nawaz, 2012).
APPENDIX L : Paper Publication in International Review of

Qualitative Research (Bibi-Nawaz, Winter 2015)
(expected date of publication)
APPENDIX M : Paper Publication in Qualitative Inquiry (Stronach

et al., July 2013)
APPENDIX N : Paper Publication in International Journal of

Research and Method in Education (Frankham et
al., June 2013)
APPENDIX O : Paper Publication in International Review of

Qualitative Research (Stronach et al., December

2014)
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Table of Contents

Title Page ………………………………………………………………………i
Abstract ……………………………………………………………………......ii
Acknowledgments …………………………………………………………….iv
List of Figures……………………………………………………………….....v
List of Tables………………………………………………………………......v
Appendices………………………………………………………………….....vi
Table of Content………………………………………………………………vii

INTRODUCTION 1
Structure of Thesis 5
1 CHAPTER ONE: LITERATURE REVIEW 7
1.1 Introduction 7
1.2 Historical Perspectives 7
1.2.1 The ‘Lone mother’: Emerging from the Chrysalis 9
1.2.2 Changes in Demography and Social Perspectives 9
1.2.2.1 Malthus and Morality 10
1.2.2.2 Marxism 11
1.2.2.3 Max Weber 13
1.2.2.4 Mu rray- Moral Underclass 14
1.2.3 Valorisation of the Nuclear Family 15
1.3 Lifelong Learning 19
1.4 Higher Education 21
1.4.1 Higher Education and Consumerism 21
1.4.1.1 Introduction of Fees 23
1.4.2 Culture of Higher Education 24
1.4.3 Care-giving and Higher Education Policy 26
1.4.4 Risk 28
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1.4.5 Individualisation 30
1.4.5.1 Opposite of Individualisation 31
1.4.5.2 Rational Economic Man 32
1.5 Lone Mother: Poverty, Policy and Prejudice 33
1.6 New Deal for Lone Parents 38
1.7 Lone Parents and Childcare 41
1.8 Chapter Summary 42
2 CHAPTER TWO: METHODOLOGY 45
2.1 Introduction 45
2.2 Philosophical Standpoint 47
2.2.1 Positivism 47
2.2.2 Post-Positivism 48
2.2.3 Interpretivism 49
2.3 Journey Towards the formation of an Epistemological and 51

Ontological stance
2.4 Phase One: Reflexive Interactive Interview 54
2.5 Phase Two: Pilot Study with Lone Mother Students 56
2.5.1 Aim of Pilot Study 56
2.5.2 Objectives 56
2.5.3 Data Analysis of the Pilot Study 58
2.6 Phase Three: Main Study 59
2.6.1 Recruitment of Participants 59
2.6.2 Semi-structured Interviews 63
2.6.3 Feminist Ethnography: Is there such a thing? 63
2.6.4 Data Analysis and Interpretation 64
2.7 Ethical Consideration 67
3 CHAPTER THREE: REFLEXIVITY 69
3.1 Introduction 69
3.2 Preliminary Methodology 69
3.3 Backgrounding the Self of the Researcher 72
3.4 Learning to be a Lone Mother 74
3.5 Floating Metaphors: Purity/Impurity/Contamination 76
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3.6 Being a Lone Mother: Is It Just Another Lifestyle Choice? 78
3.7 Family and Support 82
3.8 Similarities and Differences in Interpretation and Approaches 84
3.9 Dilemmas of Writing Reciprocal Reflexivity 86
3.10 Some Interim Conclusions 87
3.10.1 Conclusion A 87
3.6.3 Conclusion B 87
4 CHAPTER FOUR: ANALYSIS AND FINDINGS 90
4.1 Introduction Four Extended Cases 90
4.2 Thematic Analysis 90
4.3 Case Number 1: LMH 91
4.4 Case Number 2: LMTs 111
4.4.1 Burglary Incident 114
4.4.2 Higher Education Pedagogy and Workload 117
4.4.3 Administrative Problems 119
4.4.4 Cultural Distancing 121
4.4.5 Missing Father and New Relationship 122
4.4.6 Priorities and Time Management 124
4.4.7 Latch-Key Kids 126
4.4.8 ‘Lonely’/Single Mother Debate 127
4.5 Case Number 3: LMT 132
4.5.1 Support Network 142
4.5.2 Becoming a ‘School Failure’ 143
4.6 Case Number 4: LMJW 145
4.6.1 Support Network 154
4.6.2 Support from Social Services 156
4.6.3 Social Isolation 156
5 CHAPTER FIVE: ANALYSIS AND FINDINGS PART 2 158
5.1 Introduction 158
5.2 Lone Motherhood 158
5.2.1 Hetrogeneous Category 158
5.2.2 Lone Motherhood as a Pejorative Term 162
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5.2.3 Typical days 164
5.2.4 Society’s Expectations and Personal Guilt 166
5.2.5 Juggling 167
5.2.5.1 Complexities of Management 169
5.2.5.2 Issues Arising in the First Couple of Months on the Course 170
5.2.6 Lone Motherhood and Culture 171
5.2.7 Lone Mothers in Paid Work or Volunteering Work 173
5.2.8 The Missing Self 173
5.3 Role of Father 175
5.4 Children 177
5.4.1 Older Children 177
5.4.2 Younger Children and Illnesses 180
5.4.3 Childcare Priorities and Course Demands 181
5.5 Higher Education 182
5.5.1 Extrinsic Motivation 182
5.5.2 Intrinsic Motivation 187
5.5.2.1 Instrumental Gains from being in HE: It’s a job 189
5.5.2.2 Emancipation, a New ‘Critical’ Language 193
5.5.2.3 Single Mum as Feminist 195
5.6 Support 196
5.6.1 Tutors as Support Network 197
5.6.2 Financial Support 199
5.6.3 Childcare Support 201
5.6.4 Other Forms of Support 203
5.6.4.1 Counselling Services in University 203
5.6.4.2 Friends 204
5.6.5 Positive Organisational Ethos 205
5.7 Boundaries 206
5.7.1 Personal Isolation/Depression 208
6 CHAPTER SIX: CONCLUSIONS 210
6.1 Introduction 210
6.2 ‘New’ Knowledge and ‘Originality’ 212
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