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Lookup NU author(s): Professor Abigail Marks
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This paper, which includes data derived from two larger DfES and Scottish Executive funded studies, offers a consideration of working class gender norms as they pertain to the desire (or not) to attempt, and to successfully complete once attempted, a course of higher study in a British university. Consideration is given to attitudinal and behavioural norms for both sexes within the working class and an exploration is made of reasons for gender differentiated attitudes towards both studying itself and the capacity to successfully complete a course. For both males and females the capacity to be a 'good parent' was their first priority. However, males and females appeared to interpret the 'good parent' role differently. For males the ability to be an effective breadwinner was paramount, and any subsequent availability of paid work was often enough to trigger the desire to discontinue their studies. However, for females the desire to be an effective and visible role model for their communities was also important, and this acted as an encouragement (a 'pull') to them even in their worst moments of self-doubt. For a small number of females the 'push' factor of a significant (and often traumatic) 'life changing event', such as a divorce or a separation, acted as a 'push' towards learning. This is discussed in the light of Mezirow's 'perspective transformation' model. © 2003 NATFHE.
Author(s): Marks A, Turner E, Osborne M
Publication type: Article
Publication status: Published
Journal: Journal of Further and Higher Education
Year: 2003
Volume: 27
Issue: 4
Pages: 347-364
Print publication date: 01/11/2003
Online publication date: 03/08/2010
ISSN (print): 0309-877X
ISSN (electronic): 1469-9486
Publisher: Routledge
URL: https://doi.org/10.1080/0309877032000128064
DOI: 10.1080/0309877032000128064
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