Women and Higher Education: Perspectives of Middle-Class, Mother-Daughter Dyads

Autor/in	Cooper, Linda
Titel	Women and Higher Education: Perspectives of Middle-Class, Mother-Daughter Dyads
Quelle	In: Gender and Education, 25 (2013) 5, S.624-639 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0954-0253
DOI	10.1080/09540253.2013.810711
Schlagwörter	Females; Womens Education; Access to Education; Foreign Countries; Daughters; Mothers; Interviews; Financial Support; Tuition; Fees; Social Capital; Cultural Capital; Economic Factors; Postsecondary Education; Higher Education; Economically Disadvantaged; Politics of Education; Gender Issues; Generational Differences; Attitude Measures; Student Loan Programs; Loan Repayment; Vocational Education; Qualitative Research; United Kingdom (England) + Suchen Sie Ihr Suchwort? Weibliches Geschlecht; 'Women''s education'; Frauenbildung; Education; Access; Bildung; Zugang; Bildungszugang; Ausland; Daughter; Tochter; Mother; Mutter; Interviewing; Interviewtechnik; Finanzielle Förderung; Unterweisung; Unterricht; Gebühren; Studiengebühren; Sozialkapital; Ökonomischer Faktor; Post-secondary education; Tertiäre Bildung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Educational policy; Bildungspolitik; Geschlechterfrage; Ausbildung; Berufsbildung; Qualitative Forschung
Abstract	This qualitative research explores women's experiences of accessing higher education (HE) in England, through the mother-daughter relationship. Women's pathways to university and their funding histories are presented from both past and recent generations, to contextualise an understanding of funding HE in light of the 2012 tuition fee increase. Interview data indicate that the middle-class mothers in this study continue to engage and mediate their social, cultural and economic capital to enhance their daughters' education beyond secondary school and into the tertiary sector. Subsequently, social and educational mobility has been reproduced or transformed positively in all of the dyads. A Bourdieusian approach is used to explore the class-inflected patterns and themes between habitus, capital and field in the process of accessing HE. The advantage of mothers' continuing support through the mobilisation of capitals, along with their suggestions of anxiety surrounding tuition fees exacerbate the possibility of the marginalisation of access to HE for those from more disadvantaged or less-supported social backgrounds. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10