Women with dependent children -

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

2. Why this topic? • 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?

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

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

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

6. Ethical issues • As a woman researcher known to the students as a mother, lecturer and part-time student, my position was open and transparent • 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. • Extremely important to me and the mothers not to exploit or manipulate such knowledge to influence my research.

7. Their journeys • 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 • Motivation to become primary teachers a strong influence on their decisions to engage in lifelong learning • Practicalities of juggling both roles has a huge impact on them and their families

8. Gender • 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) • Time problems are particularly acute for female students with children – balancing caring and domestic commitments with their studies (Lynch, 1997) • 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) • 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)

9. Motivation • 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 • Most thought of being a teacher early on in life..but LIFE got in the way • Decisions to finally enrol fitted around their roles as mothers and their positive experiences with their own children and their schooling • Solo mothers desire to provide for their children, get off the benefit, have a career that allowed time with their children (school holidays) • Older mothers desire to be more than “just the Mum” – doing something for themselves - personal development, self improvement (Kantanis, 2002 )

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

11. Partnerships • Key partnerships begin with the people who care for their children – family, friends, childcare staff • Support from their partners, children and/or family members in their decision to become teachers makes their journey more successful • 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 • 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

12. College support • 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) • Experienced and beginning teachers with children offering advice and support for students with children on how to cope when they become full time teachers!! • Priority for childcare at the College centre and the creation of an after school care programme • Better lecturer understanding around issues to do with their children

13. Recommendations • setting up of more formal learning communities for students with children • establish a properly resourced space and support person for students to bring their children.. especially after school and in the weekends • extended childcare for school- aged children • 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

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