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353 Pages·2016·4.9 MB·English
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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 i 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’ ii 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. iii 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. iv 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 v 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) vi 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 vii 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 viii 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 ix 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 x

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