Recognising Students Who Care for Children While Studying.

Intro -- Half Title Page -- Praise for Recognising Students who Care for Children while Studying -- Title Page -- Copyright Page -- Dedication Page -- Acknowledgements -- Contents -- List of Figures -- About the Author -- Preface -- Chapter 1: Introduction -- Chapter 2: Exploring the Higher Education Policy Context -- Introduction -- Elite to Mass HE - 1945-1997 -- Problematising Mass HE as Diverse HE? 1990s Onwards -- The Office for Fair Access 2004-2016 -- Post-Aimhigher 2010 - Onwards -- The Equality Act 2010 -- Conclusion -- Chapter 3: The Experience of Students Who Care for Children: A Literature Review -- Introduction -- The Student 'Parent' Experience -- Time and Space to Study -- Financial Support -- Personal Relationships -- Childcare -- Health and Mental Well-Being -- Systemic Invisibility -- Conclusion -- Chapter 4: Researching Students Who Care for Children While Studying: A Methodology -- Introduction -- Methodological Approach -- Standpoint and Work -- Texts and their Activation -- Research Design -- Methods of Data Collection -- Research Context -- Recruitment -- Participants -- Data Analysis -- Themes and Theoretical Frameworks -- Othering -- Individualisation -- Passing -- Drawing the Theories Together with Recognition Theory -- Ethical Considerations and Reflexivity -- Reflexivity -- Conclusion -- Chapter 5: The Work of Being a Student Who Cares for Children -- Introduction -- The Work of Being a CCS Student and the Practical Topics They Navigate -- Time and Space to Study -- Location and Mobility -- Group Work -- Flexibility of PhD Study -- Sacrifice of Personal Time -- Childcare -- Financial Issues -- Tuition Fees -- Domestic Costs -- The Hidden Costs of Study -- Inaccessibility of Institutional Norms and Practices -- Children on Campus -- Timetabling and Communication -- Service Design -- Changes in Support.

Support for International CCS Students -- Accessibility of Student Support -- Conclusion -- Chapter 6: CCS Students' Institutional Experiences: Activated Texts -- Introduction -- The Activation of 'Texts' within the 'Work' of CCS Students -- Application Forms and Admission -- Email Mailing Lists -- Websites -- Mitigation Forms -- Claire's Story -- Understanding Claire's Story -- The Student Parent Policy -- Nicole's Story -- Understanding Nicole's Story -- Rebecca's Story -- Understanding Rebecca's Story -- Conclusion -- Chapter 7: Understanding CCS Students Within the Wider Institution -- Introduction -- Othering -- Individualisation -- Passing -- Conclusion -- Chapter 8: Conclusion: Findings, Recognition and Remedies -- Introduction -- Key Findings -- Theorising How to Redress CCS Students' Inequities of Experience -- Institutional Remedies -- Recommendation for the HE Sector -- Conclusion -- Epilogue -- References -- Bibliography -- Abbreviations -- Appendix - Participant Vignettes and Demographics -- Students -- Claire -- Ellen -- Fiona -- Martin -- Rebecca -- Sue -- Emma -- Arthur -- Eliana -- Douglas -- Richard -- Sarah -- Catherine -- Emily -- Nicola -- Rita -- Staff -- Peter -- Diana -- Jools -- Steven -- Jo -- Leo -- Index.

Problematising 'who' is recognised in widening participation and equalities policy, Samuel Dent presents an Institutional Ethnographic study, involving 16 students at a research-intensive UK University, and collected over two years, to gain further insight into the institutional experiences of students who care for children while studying.

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Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2024. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries.