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1.
In Tanzania, young women aged 15–24 are at high risk for HIV and nearly half (45%) of women experience pregnancy or childbirth before age 19. The HIV epidemic has motivated many parents to overcome cultural taboos and talk with their children about sexuality, but few studies in Tanzania have examined how young adults perceive these discussions. In-depth interviews with 31 Tanzanian college women (ages 18–25) reveal how they make sense of sexuality messages from mothers that are sometimes vague, admonishing and fear-based. Participants identified how mothers focused on the health, educational and social consequences of premarital sex and emphasised the avoidance of men as a strategy to maintain virginity. Mothers avoided providing specific information about safer-sex practices, or strategies to negotiate romantic relationships, sexual pressures or sexual desires. Findings offer insight into how relational and cultural contexts influence mothers’ sexual socialisation and can inform education and intervention approaches that consider the changing cultural landscape. Future qualitative research with mothers is recommended to develop programmes that are more responsive to mothers’ and daughters’ needs.  相似文献   

2.
In the Netherlands, moral panic about boys’ education and behavioural problems has led to public concern about the almost exclusively female environment in which young boys in daycare find themselves. Female daycare workers are attacked for creating a feminized culture in daycare centres. In this article we explore the extent to which these media stereotypes about female workers in daycare coincide with their own ideas and experiences of their work. In 2004 we conducted a (preliminary) study involving more than 80 childcare students in an intermediate vocational training programme in Social Pedagogic Work to qualify them to work in daycare centres in the Netherlands. The results of the study do not support the binary stereotypical representation of women’s professional and personal characteristics as an adequate picture of these trainees’ opinions of their work in early childhood care.  相似文献   

3.
ABSTRACT

Human rights education and Islamic education are typically presented as finished products without room for critique that do not always align with local and personal realities, resulting in a phenomenon sometimes called ‘decoupling’. To examine the ways in which decoupling might occur in one setting, this proposed article reports on the results of a quantitative study that analysed the responses of 470 education students at a university in Kuwait who were asked to rate on a 4-point scale their level of agreement with statements of women’s rights in general terms and in specific situations. Mean differences in their responses to women’s rights in general were compared to their responses to women’s rights, in particular, using a one-sample t-test, along with comparisons of demographic differences in responses analysed using ANOVA. The results showed that the students agreed with women’s rights in general but there was significantly less agreement with women’s rights in particular, suggesting that even on an individual level, a decoupling effect takes place when translating universalised value systems, like human rights and religion, to local realities.  相似文献   

4.
Parents deal with a complex web of choices when seeking and using knowledge and resources related to their young children’s literacy development. Information concerning children’s learning and development comes in many forms and is produced by an increasingly diverse range of players including governments, non‐government organisations and commercial businesses. This study used a survey, interview and artefact collection to investigate mothers’ and fathers’ reported activities in seeking, accessing, producing and circulating information and resources related to children’s learning and development. Differences were found relating to parent gender and level of education. Parents’ resourcing activities are also shaped by their particular goals for their children.  相似文献   

5.
This paper presents a comparative study of two groups of student mothers from a teacher training course in the UK at the start and end of the 1990s, with a focus on gender issues. The study investigated the extent to which the women students could draw on their experiences as mothers to positive effect in their training, combining public and private spheres, and how far their domestic responsibilities created problems for them on the course. All the women possessed considerable skills, particularly in working with children, which were an attribute in their training. Although both groups faced similar difficulties, such as the double burden of domestic and course work, and changes in family life arising from their status transition, it was found that the more recent students could cross the boundaries between public and private roles more quickly and easily than those at the start of the 1990s. This was partly because the recent group had greater prior work experience and had already negotiated boundaries between private and public identities, and partly because some structural constraints had diminished by the end of the decade, at least at a local level. It is also argued that, although pressures on trainee teachers in general intensified during the 1990s, some effects of the changes were beneficial to student mothers. The findings are analysed within the dual frameworks of gender in higher education and initial teacher education.  相似文献   

6.
It is a generally accepted finding in the sociological literature as well as in public discourse that adolescent mothers are less likely than their non-parenting counterparts to graduate high school and to attend college. For several decades, however, researchers have pointed out that the implied causal process from teen motherhood to academic failure has been largely unsupported by empirical research. In fact, scholars have recently argued that motherhood may actually serve as a positive turning point in the lives of young women. Using a sample of young African-American women, this study assesses the degree to which teen motherhood not only affects college aspirations but also expectations. Further, it tests the ability of these effects to explain the well-known educational attainment gap between teen mothers and their non-childbearing peers. Results indicate that, in general, young mothers’ college aspirations are similar to those of non-mothers, but that their generally high aspirations for academic success appear to be effectively countered by their decreased educational expectations.  相似文献   

7.
This article analyses the school exclusion and subsequent educational inclusion of pregnant young women participating in a course of antenatal and key skills education at an alternative educational setting. It examines the young women's transitions from ‘failure’ in school to ‘success’ in motherhood and re-engagement with education. This article draws on participant observation- and interview-based research carried out with pregnant young women and staff at an alternative educational setting in London in 2007–2008. The young women's participation in the course represented a severing of past negative experiences in mainstream education, allowing a renewed focus on education alongside a positive maternal identity. The setting represented a form of inclusion, and the young women appreciated the focus on their social and emotional well-being, yet the limited academic provision in some cases continued to reinforce an educational exclusion.  相似文献   

8.
This paper discusses the ways in which inner‐city, ethnically diverse, working‐class girls’ constructions of hetero‐femininities mediate and shape their dis/engagement with education and schooling. Drawing on data from a study conducted with 89 urban, working‐class young people in London, attention is drawn to three main ways through which young women used heterosexual femininities to construct capital and generate identity value and worth; namely, investment in appearance through ‘glamorous’ hetero‐femininities, heterosexual relationships with boyfriends, and the ‘ladettte’ discourse. We discuss how and why young women’s investments in particular forms of heterosexual working‐class femininity can play into their disengagement from education and schooling, drawing particular attention to the paradoxes that arise when these constructions play into other oppressive power relations.  相似文献   

9.
This paper investigates the phenomenon of mothers’ emotional labour in relation to children's transfer from first- to second-level schooling: a time that has been shown to pose significant challenges for students and their families. It seeks to break the silence that surrounds the recognition and production of emotional labour in general, and specifically in relation to education. Drawing on 25 case studies, this research explores in-depth both the extent and nature of emotional work in mothers’ daily practices. Against that backdrop it identifies the specific emotional work performed at school transfer. It examines mothers’ common experiences in shouldering emotional education work and finds that mothers are key education workers. This research suggests that mothers’ lives are shaped by caring labour including education work: labours that are largely unseen but that are inalienable, and demanding on their time and energies.  相似文献   

10.
Unwanted pregnancies bother various groups in the US. Many pregnant teenagers want to be pregnant, even though the pregnancies are often not planned. A childbirth educator in Boston, Massachusetts, wonders who considers adolescent pregnancies as unwanted, the young mothers or the middle class, white, well-educated, and well-meaning adults. Adolescents want babies for the same reasons adults want babies. The difference is that adolescents do not have the same personal, financial, and community resources as adults. A child cannot rob teenagers of a future they do not have; a child provides some joy and hope. These teenagers tend not to see a better life in their future. Education can generate a vision of the future and provide a path out of poverty. Yet, educational opportunities are not always available or inviting. Teenagers need childcare, financial support, and supportive role models or mentors. Many people erroneously believe that poor women have children to be on welfare or to receive subsidized food. Yet, public assistance does no hand out enough money to sustain a family. Besides, it is unpleasant. Some states are starting to deal with the broader problems linked to poverty and lack of education. For example, the welfare system in Florida requires young women to be in high school, to prepare for the GED, or to undergo technical training. If they fail to comply, they lose benefits. Role models and financial, practical, and emotional support allow teen fathers to stay close to their children, to earn a living, and to be responsible. Poverty, immigration, transience, substance abuse, and distance from family result in insufficient support and poor parenting models for teenage mothers. They still are developing physically and emotionally. Teenage mothers need the same support, encouragement, and assistance that adult mothers need. Freedom of choice, education, and responsibility will result in healthier teen mothers and children.  相似文献   

11.
The purposes of this article are to understand the factors that women are likely to take into consideration when making employment decisions and childcare choices while their babies are young, and to identify their choices, beliefs and dilemmas: the focus is on the experiences of working mothers in England. These choices are problematised in the context of mothers placing their babies with carers in day care settings who ‘love’ their children. Drawing from a larger study, the focus is on the narrative and experience of Ayesha in order to illuminate the tensions of being a mother responsible for, and making decisions about her child's care and education, coupled with her working role as an early years education advisor. Issues about gender and education are enmeshed in Ayesha's narrative through these two roles and the subject positions which they created. Ayesha's narrative illustrates the ways in which such decisions can be fuelled by contradictory political messages which are sensationalised by the media in relation to the role of a ‘good’ mother. The findings suggest there is a need to discuss the impact of media sensualisation on mothers' decision-making and to highlight the importance mothers place on close, loving relationships between the carer and the baby.  相似文献   

12.
Judi Kidger 《Sex education》2013,13(2):185-197
This paper presents data from a study of four projects in which young mothers deliver school sex education sessions, with the aim of giving pupils ‘informed choices’ regarding their sexual behaviour. Eleven focus group discussions were carried out with pupils, and semi‐structured interviews were carried out with 14 young mothers in order to assess the extent to which the sessions were of value in this way. The findings show that pupils perceived the sessions to be beneficial, not necessarily through providing new information as implied by the notion of ‘informed choice’, but because they fostered a deeper level of understanding and acceptance of the potential consequences of their decisions regarding sex and contraception. The main reason for this outcome, that is pupils' beliefs that they were hearing the whole truth from their peers, is demonstrated and critically explored in relation to the young mothers' own perceptions of the sessions. The implications of the somewhat different understandings of the sessions that emerged for the key notion of ‘informed choice’ are considered.  相似文献   

13.
This paper is concerned with the inequalities experienced by mothers in the performance of educational care work for their children. It is argued that the caring work carried out by mothers at transfer to second‐level schooling is shaped by their ability to activate the significant resource of emotional capital; a gendered resource involving emotional skills, knowledge and experiences. Drawing on an in‐depth study of mothers’ routines of care, it is suggested that the possession of emotional capital subjects mothers to a normative order of care. Moreover, in exploring the idiosyncratic differences between mothers’ capacities to activate emotional capital it is argued that the activation of this care resource is facilitated in the context of solidary relationships but also by mothers’ access to other capitals. It is concluded that in order to tackle care inequalities those working in education need to recognise the significance of emotional resources, and need to challenge traditional codes of practice and policies around ‘parental’ involvement.  相似文献   

14.
Empirical research focused on women studying childcare in an English further education college found the participants strangely contented despite demanding lifestyles. They were intent on integrating their family, work and educational commitments rather than actively seeking future gain, an understanding that led to the development of an original model of integrated lives, later recast as an example of a capability set. This paper describes how Sen’s capability approach was customized to make further sense of the empirical findings, and, in particular, how common interview themes were developed into capability indicators and grouped into capability chains to enable comparison between otherwise disparate narrative accounts. The women’s biographies emphasize the importance of fostering early capability in young children and reveal how, frequently, this is overlooked. The paper argues that educational policy should accord people the freedom to choose their own lives before reiterating how the capability approach can support such choices.  相似文献   

15.
Young women giving birth to children or teen mothers are often on the fringes of society. To facilitate the journeys of these young women towards higher education, a number of organisations have been established. Taking Indigenous knowledge as our theoretical lens, our qualitative data were based on interviews with Indigenous Māori teen mothers and teen parent organisations. Our empirical study investigated organisational practices which support teen mothers in their quest for higher education. We make a dual contribution, firstly by extending and enriching scholarship on teen mothers, specifically Indigenous teen mothers, to facilitate understandings of their journey; and secondly we develop a model representing the challenges and successes of their journey and present organisational practices to enhance transitioning to higher education. We suggest that the integration of Indigenous knowledge opens up new avenues for a more sophisticated understanding of organisational practices intertwined with the journeys of teen mothers.  相似文献   

16.
This article considers some of the implications of women's absence from science and technological fields at all levels of the education system. The authors consider whether the greater participation by women in scientific and technological studies would influence significantly their position in society. The discussion is placed in the context of the ‘needs of the economy’, and the question as to whether or not there is an economic ‘need’ for a workforce which has received a high level of scientific and technological training. There is an examination of the educational case for encouraging young women to study within scientific and technological fields. The authors express concern at the high status attributed to scientific knowledge, and suggest that in focusing on the issue of young women and science, some feminists are legitimising that status.  相似文献   

17.
Abstract

Since the late 1970s, the work‐based route in post‐compulsory education and training has been struggling to create a respectable image through being seen as almost totally synonymous with discredited government‐sponsored youth training schemes. Yet, for many young people, who have no desire to remain in full‐time education after the age of 16, the work‐based route offers an attractive means of acquiring further education and qualifications. The introduction of Modern Apprenticeship, with its professed aim of raising the standard of the work‐based route, provides the opportunity to re‐examine how such a route could be reconstructed a decade after the launch of the YouthTraining Scheme (YTS). This paper draws on current research into young people's experiences of the pilot year of Modern Apprenticeship covering 14 occupational sectors. Interviews with ‘apprentices’ will be presented to highlight the ways in which young people conceptualise such issues as the form and structure of their future working lives, the realities of their local labour markets, the disadvantages of full‐time education (including higher education), the liberating potential of workplace learning, and the term ‘apprentice’.  相似文献   

18.
This paper explores the relationship between the Conservative ‘educational reforms’ in the 1980s, which purported to give parents more democratic rights as consumers and participants in education, and changes in family life in Britain. It focuses on those demographic, familial changes, in particular in gender relationships, towards mothers having more public and private responsibilities for children and their education. It looks at whether these changes in family life have, in fact, been taken account of in ‘educational reforms’. It asks the question about whether ‘education reforms’ which give more democratic rights to parents in general allow for more democratic rights for women as mothers, in the contexts of lone motherhood, maternal participation in paid employment and adult/higher education. On the other hand, are the implications of such education changes to increase the private responsibilities, rather than democratic rights, of motherhood? Although family is on the education policy agenda, it is not clear that gender is on the agenda.  相似文献   

19.
维护女职工合法权益工作的几点思考   总被引：2，自引：0，他引：2  
针对开滦集团公司转型发展的新形势,工会女职工工作应从加强教育引导,转变女职工思想观念;强化培养,提高女职工素质;依法维权,加大维权落实力度;夯实组织建设,推动女工工作;适应企业形势发展,全面提升女工工作者整体素质等五个方面作为工作的出发点和着力点,深化工会女工维权工作和维护职能。  相似文献   

20.
This work is focused on deepening our understanding of family actions when participating in school life and of the intensity of their involvement with the school work that their children perform, or should perform, at home. Specifically, this study examines whether there is a relationship between family participation and involvement, what are the situations that characterize the differential performance of fathers and mothers; an analysis is also carried out of each situation to identify which elements determine their participation or involvement behaviour. To this end, the sample consisted of 279 subjects from Latin America with children enrolled in the fifth or sixth grades of primary education. The results show that involvement and participation are independent phenomena, that mothers are more involved and participate more in their children’s school life, and that the elements determining these two actions are different for both mothers and fathers.  相似文献   

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