TEAN / BERA CONFERENCE 2014

1. TEAN / BERA CONFERENCE 2014 The Last Minority Group? Understanding and Addressing the Challenges Facing Parents Undertaking Teacher Training in Two HE settings SARAH MISRA STAFFORDSHIRE UNIVERSITY

2. OVERVIEW OF RESEARCH • Small scale – 10 PGCE / 10 PTUGs • Interpretivist, feminist, emancipatory, reflexive • Comparison between two routes into teaching • Complex – looking at three roles (parent, teacher, student) • Changing identities

3. WHY RESEARCH THIS TOPIC? • Why look at students as parents? • Many challenges • Growing in numbers • Personal interest – reflexive? • Widening participation research • Dearing Report • Most research into other minority groups • Coalition Government • Tuition Fees introduced • Aim Higher, Education Maintenance Grant removed • Government’s Lifelong Learning agenda • Widening participation: social mobility and fairness part of rhetoric. • Persistence of inequalities

4. RESEARCH METHODS • Visual Methodologies - pictures why? “In a very real sense of the self, drawing makes parts of the self and/or levels of development visible” (Theron p19) • Build evidence through focus groups and interviews

5. THEORETICAL FRAMEWORK

6. FINDINGS

7. MOTIVATION TO BECOME A STUDENT-PARENT • positive role model • ability to understand the education process • identity • building of a financially sound future • personal fulfilment • personal development

8. OVERALL FINDINGS: CHALLENGES FACED BY STUDENT PARENTS • Time • Space • Finances • Childcare • Course fees • Study Skills / IT Skills • Practical issues • Placements / field trips • Childcare (timetabling, placements, holidays) • Confidence • Fitting In • Staff Support • Health & Emotional Issues • Guilt • Heroes or Villains? • Expectations by others

9. PRESSURE OF TIME “The rest of them can do their assignments in the school holidays because they have time. I have three kids under eight to look after it’s not a break for me, it’s hard work!” P(focus group)

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

11. DIVISION OF DOMESTIC LABOUR “Even though I’m working full time now and studying as well he still expects me to do everything I did before; looking after the children, sorting the house – he just does absolutely nothing.” R “Yes, but that’s what women are expected to do isn’t it? Men get away with it” D (extract from focus group conversation)

12. EXPECTATIONS BY OTHERS “At the end of the day everyone thinks the kids are the woman’s responsibility. I’ve told the school that I’m on teaching practice but they still always ring me rather than his father 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 everything out.” J (interview)

13. OTHER CARE-GIVING RESPONSIBILITIES “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 my family. Trying to balance work, study and looking after someone with cancer is hell. My partner and I argue all the time. Sometimes I just scream at him (partner) because I am so tired and stressed and he just doesn’t help me enough. The whole family think it’s my fault though…my (19 year old) step son doesn’t even come home hardly now he stays with friends” H (interview)

14. MISSING OUT “School days are surprisingly incompatible with parenting, I had to miss my own child’s nativity to help out at the nativity in my placement school. I’ll never get that time back again!” P (interview)

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

16. BALANCE OF POWER “I’m used to earning the money; that means you get the say about where it’s spent. Now my wife earns all the income and I’m in debt! I feel like – not really like a man. I can’t even say I’m going out with my mates. I have to ask for “pocket money” that’s what it feels like” T (focus group)

17. FINANCIAL PRESSURE “My wife is really supportive of me on this course but I feel guilty when I see her come in from a day at work and she looks so tired and has to start again because I’m planning or writing an assignment. Once she said I can’t do everything – you’re the man; you bring in the money, I look after the kids or that’s what’s supposed to happen anyway!” L

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

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

20. PRESSURE SHIFTS THROUGHOUT THE PGCE YEAR • September 2013 • Students feel prepared for the demands of the course • Most families are supportive • Trainees are excited • Christmas 2013 • Reality has set in • All students report feeling overwhelmed at this point • Some trainees report that relationships are under strain • Easter 2014 • Most of the remaining PGCE students are beginning to feel better – the end is in sight • All report feelings of exhaustion • Employment concern / relief • Fears about NQT year

21. SEPTEMBER 2013

22. CHRISTMAS 2013

23. EASTER 2014

24. DIFFERENCES BETWEEN THE TWO PROGRAMMES • Pressures of the PGCE – nine months! • Crucial times for retention • Assignment pressures • Additional support needed • Level 7 Expectations • PTUG had added dimension of working

25. LOOKING TO THE FUTURE • Research going forward (reflection) • Exerting pressure • Support for students

26. WHAT CAN BE DONE? • Financial support • Timetabling: lectures, assignments, reading weeks etc. • Skills support: study skills, ICT • Childcare • Support groups, peer mentoring etc. • Improved communication: VLE, timetables • Improved information: parent pack, info centre • Practical support • Placements close to home • Timetabling of university time • Facilities at University: parking, family spaces, baby feeding facilities

27. REFERENCES • 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