Women with dependent
children their journeys through a primary
teacher training programme and the
impact on their families.
Stephanie White
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?
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?
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.
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
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.
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
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)
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 )
Practicalities





Children’s feelings – positive and negative
Childcare (Griffiths, 2002)
Support networks (Duncan, 1995)
Money woes (Lidgard, 2004)
Time poverty (Cantwell & Mulhearn, 1997)
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 itextensions 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
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
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
References









Bay (1999 )
Baxter & Blight (1997 )
Blaxter & Tight (1994 )
Cantwell & Mulhearn (1997 )
Duncan (1995 )
Griffiths ( 2002)
Kantanis ( 2002 )
Lidgard ( 2004)
Lynch (1997 )