Online Communities of Practice and Doctoral Study: Working Women with Children Resisting "Perpetual Peripherality"

Autor/inn/en	Cronshaw, Sue; Stokes, Peter; McCulloch, Alistair
Titel	Online Communities of Practice and Doctoral Study: Working Women with Children Resisting "Perpetual Peripherality"
Quelle	In: Journal of Further and Higher Education, 46 (2022) 7, S.959-971 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Cronshaw, Sue) ORCID (Stokes, Peter) ORCID (McCulloch, Alistair)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0309-877X
DOI	10.1080/0309877X.2021.2023734
Schlagwörter	Employed Women; Mothers; Doctoral Students; Communities of Practice; Computer Mediated Communication; Part Time Students; Role; Identification (Psychology); Parent Responsibility; Gender Differences; Gender Bias; Family Work Relationship + Suchen Sie Ihr Suchwort? 'Female employment; Women''s employment'; Frauenbeschäftigung; Mother; Mutter; Doctoral studies; Doctorate studies; Student; Students; Doctoral candidate; Doktorandenprogramm; Schüler; Schülerin; Studentin; Doktorand; Doktorandin; Community; Computerkonferenz; Part-time students; Teilzeitstudent; Rollen; Geschlechterkonflikt; Geschlechterstereotyp
Abstract	This article examines the lived experience of working women with 'children' (defined as under 18 years old) undertaking part-time PhD study. While there is much literature on the isolation of doctoral experience, the issue of, 'mothers' and all this identity may entail, has been overlooked. Drawing on 35 in-depth interviews, the experiences of this marginalised group in the higher education sector are explored. The study's findings underline the tension between the public, private and professional domains, and the important role online Communities of Practice (CoPs) can play in overcoming peripherality and helping to manage the context of gendered organisational cultures. The article highlights the role of online CoP in enhancing the experience of an otherwise marginalised group, providing a space for self-expression, the development of a shared repertoire, and mutual engagement. It also has resonance in relation to the changing situation generated by the COVID-19 pandemic. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01