TEAN / BERA TEAN / BERA CONFERENCE 2014CONFERENCE 2014The Last Minority Group? Understanding

and Addressing the Challenges Facing Parents Undertaking Teacher Training in

Two HE settings

SARAH MISRASTAFFORDSHIRE UNIVERSITY

OVERVIEW OF RESEARCH

Small scale – 10 PGCE / 10 PTUGsSmall scale – 10 PGCE / 10 PTUGs Interpretivist, feminist, emancipatory, Interpretivist, feminist, emancipatory,

reflexivereflexive Comparison between two routes into teachingComparison between two routes into teaching Complex – looking at three roles (parent, Complex – looking at three roles (parent,

teacher, student)teacher, student) Changing identitiesChanging identities

WHY RESEARCH THIS TOPIC? Why look at students as parents?Why look at students as parents?

Many challengesMany challenges Growing in numbersGrowing in numbers Personal interest – reflexive?Personal interest – reflexive?

Widening participation researchWidening participation research Dearing Report Dearing Report Most research into other minority groupsMost research into other minority groups

Coalition GovernmentCoalition Government Tuition Fees introducedTuition Fees introduced Aim Higher, Education Maintenance Grant removedAim Higher, Education Maintenance Grant removed Government’s Lifelong Learning agendaGovernment’s Lifelong Learning agenda Widening participation: social mobility and fairness part of rhetoric.Widening participation: social mobility and fairness part of rhetoric. Persistence of inequalitiesPersistence of inequalities

RESEARCH METHODSRESEARCH METHODS

Visual Methodologies - pictures why?Visual Methodologies - pictures why?

““In a very real sense of the self, drawing In a very real sense of the self, drawing makes parts of the self and/or levels of makes parts of the self and/or levels of development visible” (Theron p19)development visible” (Theron p19)

Build evidence through focus groups and Build evidence through focus groups and interviewsinterviews

THEORETICAL FRAMEWORKTHEORETICAL FRAMEWORK

FINDINGS

MOTIVATION TO BECOME A MOTIVATION TO BECOME A STUDENT-PARENTSTUDENT-PARENT

positive role modelpositive role model ability to understand the education processability to understand the education process identityidentity building of a financially sound future building of a financially sound future personal fulfilmentpersonal fulfilment personal developmentpersonal development

OVERALL FINDINGS: CHALLENGES OVERALL FINDINGS: CHALLENGES FACED BY STUDENT PARENTSFACED BY STUDENT PARENTS

TimeTime Space Space FinancesFinances

ChildcareChildcare Course feesCourse fees

Study Skills / IT SkillsStudy Skills / IT Skills Practical issuesPractical issues

Placements / field tripsPlacements / field trips Childcare (timetabling, placements, holidays)Childcare (timetabling, placements, holidays)

ConfidenceConfidence Fitting InFitting In Staff SupportStaff Support Health & Emotional IssuesHealth & Emotional Issues

GuiltGuilt Heroes or Villains?Heroes or Villains? Expectations by othersExpectations by others

PRESSURE OF TIME

““The rest of them can do their assignments in The rest of them can do their assignments in the school holidays because they have time. I the school holidays because they have time. I have three kids under eight to look after it’s have three kids under eight to look after it’s

not a break for me, it’s hard work!” not a break for me, it’s hard work!” PP (focus group)(focus group)

SPACE

““For me it’s just about space – space For me it’s just about space – space to work at home and space in my to work at home and space in my head” J (interview)head” J (interview)

DIVISION OF DOMESTIC LABOURDIVISION OF DOMESTIC LABOUR

““Even though I’m working full time now and Even though I’m working full time now and studying as well he still expects me to do studying as well he still expects me to do everything I did before; looking after the everything I did before; looking after the children, sorting the house – he just does children, sorting the house – he just does absolutely nothing.” Rabsolutely nothing.” R

““Yes, but that’s what women are expected to Yes, but that’s what women are expected to do isn’t it? Men get away with it” Ddo isn’t it? Men get away with it” D(extract from focus group conversation) (extract from focus group conversation)

EXPECTATIONS BY OTHERS

““At the end of the day everyone thinks the At the end of the day everyone thinks the kids are the woman’s responsibility. I’ve told kids are the woman’s responsibility. I’ve told the school that I’m on teaching practice but the school that I’m on teaching practice but

they still always ring me rather than his father they still always ring me rather than his father to say he’s been sick or doesn’t have his PE kit. to say he’s been sick or doesn’t have his PE kit. It’s just assumed it’s the woman’s job to sort It’s just assumed it’s the woman’s job to sort

everything out.” J (interview)everything out.” J (interview)

OTHER CARE-GIVING RESPONSIBILITIES

““It’s just too hard. It’s broken my heart giving it up, It’s just too hard. It’s broken my heart giving it up, it’s my dream but I can’t stand the effect it’s had on it’s my dream but I can’t stand the effect it’s had on my family. Trying to balance work, study and looking my family. Trying to balance work, study and looking after someone with cancer is hell. My partner and I after someone with cancer is hell. My partner and I argue all the time. Sometimes I just scream at him argue all the time. Sometimes I just scream at him

(partner) because I am so tired and stressed and he (partner) because I am so tired and stressed and he just doesn’t help me enough. The whole family think just doesn’t help me enough. The whole family think

it’s my fault though…my (19 year old) step son it’s my fault though…my (19 year old) step son doesn’t even come home hardly now he stays with doesn’t even come home hardly now he stays with

friends” friends” H (interview)H (interview)

MISSING OUT

““School days are surprisingly School days are surprisingly incompatible with parenting, I had to incompatible with parenting, I had to miss my own child’s nativity to help miss my own child’s nativity to help out at the nativity in my placement out at the nativity in my placement school. I’ll never get that time back school. I’ll never get that time back

again!” again!” P (interview)P (interview)

BALANCE OF POWER

““He hates the fact that suddenly I have an He hates the fact that suddenly I have an opinion, he doesn’t want me to work really he opinion, he doesn’t want me to work really he just wants me to be at home and cook his tea. just wants me to be at home and cook his tea. I got 85% for my last assignment; I actually I got 85% for my last assignment; I actually enjoy being able to use my brain again but he enjoy being able to use my brain again but he doesn’t like it because it’s not all about him doesn’t like it because it’s not all about him now!” now!” D (focus group). D (focus group).

BALANCE OF POWER

““I’m used to earning the money; that means I’m used to earning the money; that means you get the say about where it’s spent. Now you get the say about where it’s spent. Now

my wife earns all the income and I’m in debt! I my wife earns all the income and I’m in debt! I feel like – not really like a man. I can’t even feel like – not really like a man. I can’t even

say I’m going out with my mates. I have to ask say I’m going out with my mates. I have to ask for “pocket money” that’s what it feels like” for “pocket money” that’s what it feels like”

T (focus group) T (focus group)

FINANCIAL PRESSUREFINANCIAL PRESSURE

““My wife is really supportive of me on this My wife is really supportive of me on this course but I feel guilty when I see her come in course but I feel guilty when I see her come in from a day at work and she looks so tired and from a day at work and she looks so tired and

has to start again because I’m planning or has to start again because I’m planning or writing an assignment. writing an assignment.

Once she said I can’t do everything – you’re Once she said I can’t do everything – you’re the man; you bring in the money, I look after the man; you bring in the money, I look after the kids or that’s what’s supposed to happen the kids or that’s what’s supposed to happen

anyway!” Lanyway!” L

CONFIDENCE

““I didn’t do things (education) the I didn’t do things (education) the conventional way. I didn’t even do that well conventional way. I didn’t even do that well at school. I came to this late when I knew at school. I came to this late when I knew what was important to me but I worry that I’m what was important to me but I worry that I’m just not good enough and I find the academic just not good enough and I find the academic writing…… a struggle”writing…… a struggle”B (focus group)B (focus group)

COMPROMISE

““I don’t seem to be able to do it all. I can’t I don’t seem to be able to do it all. I can’t miss school (placement) so it has to be uni miss school (placement) so it has to be uni days. Last week one of the twins was sick at days. Last week one of the twins was sick at nursery – they ring you and you have to pick nursery – they ring you and you have to pick them up and you can’t take them back for 48 them up and you can’t take them back for 48 hours! He (partner) rang in sick to work on hours! He (partner) rang in sick to work on Wednesday so I didn’t miss school, then the Wednesday so I didn’t miss school, then the other one got it so I ended up missing two other one got it so I ended up missing two days just to sit with them” P (interview)days just to sit with them” P (interview)

PRESSURE SHIFTS THROUGHOUT THE PRESSURE SHIFTS THROUGHOUT THE PGCE YEARPGCE YEAR

September 2013September 2013 Students feel prepared for the demands of the courseStudents feel prepared for the demands of the course Most families are supportiveMost families are supportive Trainees are excitedTrainees are excited

Christmas 2013Christmas 2013 Reality has set inReality has set in All students report feeling overwhelmed at this pointAll students report feeling overwhelmed at this point Some trainees report that relationships are under strainSome trainees report that relationships are under strain

Easter 2014Easter 2014 Most of the remaining PGCE students are beginning to feel better – Most of the remaining PGCE students are beginning to feel better –

the end is in sightthe end is in sight All report feelings of exhaustionAll report feelings of exhaustion Employment concern / reliefEmployment concern / relief Fears about NQT yearFears about NQT year

SEPTEMBER 2013

CHRISTMAS 2013

EASTER 2014

DIFFERENCES BETWEEN THE TWO DIFFERENCES BETWEEN THE TWO PROGRAMMESPROGRAMMES

Pressures of the PGCE – nine months!Pressures of the PGCE – nine months! Crucial times for retentionCrucial times for retention Assignment pressuresAssignment pressures Additional support neededAdditional support needed

Level 7 ExpectationsLevel 7 Expectations PTUG had added dimension of workingPTUG had added dimension of working

LOOKING TO THE FUTURE

Research going forward (reflection)Research going forward (reflection) Exerting pressureExerting pressure Support for studentsSupport for students

WHAT CAN BE DONE?WHAT CAN BE DONE? Financial supportFinancial support Timetabling: lectures, assignments, reading weeks etc.Timetabling: lectures, assignments, reading weeks etc. Skills support: study skills, ICTSkills support: study skills, ICT ChildcareChildcare Support groups, peer mentoring etc.Support groups, peer mentoring etc. Improved communication: VLE, timetablesImproved communication: VLE, timetables Improved information: parent pack, info centreImproved information: parent pack, info centre Practical supportPractical support

Placements close to homePlacements close to home Timetabling of university timeTimetabling of university time Facilities at University: parking, family spaces, baby feeding facilitiesFacilities at University: parking, family spaces, baby feeding facilities

REFERENCESREFERENCES Brooks, R. (2011) “Student-Parents and Higher Education: A

Cross-National Comparison” in Journal of Education Policy Moreau, M. & Kerner, C. (2012) Supporting Student Parents in

Higher Education: A Policy Analysis (Nuffield Foundation & University of Bedfordshire)

Theron, L. et al Eds (2009) Drawing as Visual Methodology (Sense Publishers, Rotterdam)

Wainwright, E. & Marandet, E (2006) An Analysis of the Learning Needs and Experiences of Students with Dependent Children at Brunel University

Wright, H (2013) “Choosing to Compromise: Women Studying Childcare” in Gender & Education 25:2 pp 206-219