Fashioning Flexibility: Dissolving Boundaries between Employment, Education and the Family among A-level Students Engaged in Full-time Schooling and Part-time Jobs

2005 ◽  
pp. 74-96 ◽  
Author(s):  
Pat Allatt ◽  
Carolyn Dixon
1978 ◽  
Vol 3 (1) ◽  
pp. 43-52 ◽  
Author(s):  
Kathy Weingarten

Thirty-two two-profession couples in three different age groups with children were interviewed together to determine if there was a relationship between their employment pattern and their distribution of family involvement in the home. The couples followed one of two employment patterns: a similar employment history (SEH) in which both people had worked full-time and continuously and a dissimilar employment history (DEH) in which the husband had worked full-time and continuously but the wife had worked part-time. Their involvement in the home was measured by an 80-item interview that covered two modes of interaction in four task areas. Significant differences were found in the ways SEH and DEH couples allocated tasks. Of particular interest was the breakdown of an equitable distribution of tasks in the area of childcare for SEH couples. It was suggested that couples “negotiate” a division of labor that allows women to compensate for the time they spend away from the children and men to choose the family work that is less threatening to their masculine selves.


2012 ◽  
Vol 27 (3) ◽  
pp. 308-329 ◽  
Author(s):  
Gerbert Kraaykamp

Using data from 14 repeated cross-sectional surveys ( N = 19,961), this study investigated trends in the family role attitudes of full-time, part-time and non-working men and women since the 1980s. The results show that in the Netherlands inter-cohort effects are considerably smaller in magnitude than intra-cohort (period) effects in driving changes in attitudes. Large differences were found between women working in paid employment (both full-time and part-time) and non-working women, and these differences remained remarkably stable over the years. Further, part-time working men seem much more egalitarian in their views on family roles than full-time working men. Although these differences declined somewhat over the years, a substantial gap remains.


1995 ◽  
Vol 25 (4) ◽  
pp. 727-738 ◽  
Author(s):  
Catherine E. Haw

SYNOPSISOne hundred and sixteen working-class housewives, part-time and full-time employees were compared on a range of well-being measures in three different lifestages. A group of factory employees was contrasted with a ‘mixed occupation’ group for a comparison of type of employment. The general contention that the association between employment and well-being would vary with position in the life cycle was confirmed for distress, physical illness and some of the satisfaction measures. Only one measure (personal competence) suggested that employment had a positive influence on well-being irrespective of lifestage. Young employees working for longer hours and older housewives were both defined as ‘cases’ by the General Health Questionnaire (GHQ-12). However, their profiles on the other well-being variables were very different.


1996 ◽  
Vol 25 (2) ◽  
pp. 223-247 ◽  
Author(s):  
Clare Ward ◽  
Angela Dale ◽  
Heather Joshi

ABSTRACTThe availability of childcare is an important factor in enabling motherhood to be combined with paid employment. This article uses evidence from the fifth sweep of the National Child Development Study to analyse the use of childcare by a cohort of employed women who were aged 33 in 1991. There is a heavy reliance on informal care by women in partnerships and also by lone mothers. Formal care is most heavily used by women whose youngest child is under five, especially if the woman works full-time. Reported costs of childcare represent nearly a quarter of net weekly earnings for mothers with a child under five. Formal childcare is shown to play an important role in facilitating women's full-time employment. Full-time employment is the route by which women achieve financial independence from their partner. It also increases the likelihood of contributing to an occupational pension which, in turn, has implications for financial independence in later life. However, the majority of women in this cohort do not take the full-time route. For these women, low earnings potential and part-time working make paid childcare uneconomic and reinforces both their role as minor financial contributors within the family and their lack of pension provision in later life.


2020 ◽  
Vol 5 (6) ◽  
pp. 1552-1563
Author(s):  
Denise A. Tucker ◽  
Mary V. Compton ◽  
Sarah J. Allen ◽  
Robert Mayo ◽  
Celia Hooper ◽  
...  

Purpose The intended purpose of this research note is to share the findings of a needs assessment online survey of speech and hearing professionals practicing in North Carolina to explore their interest in pursuing a research-focused PhD in Communication Sciences and Disorders (CSD) and to document their perceptions of barriers to pursing a PhD in CSD. In view of the well-documented shortage of doctor of philosophy (PhD) faculty to attract, retain, and mentor doctoral students to advance research and to prepare future speech and hearing professionals, CSD faculty must assess the needs, perceptions, and barriers prospective students encounter when considering pursuing a doctoral research degree in CSD. Method The article describes the results of a survey of 242 speech and hearing professionals to investigate their interest in obtaining an academic research-focused PhD in CSD and to solicit their perceived barriers to pursuing a research doctoral degree in CSD. Results Two thirds of the respondents (63.6%) reported that they had considered pursuing a PhD in CSD. Desire for knowledge, desire to teach, and work advancement were the top reasons given for pursuing a PhD in CSD. Eighty-two percent of respondents had no interest in traditional full-time study. Forty-two percent of respondents indicated that they would be interested in part-time and distance doctoral study. The barriers of time, distance, and money emerged as those most frequently identified barriers by respondents. Conclusion The implications inform higher education faculty on how they can best address the needs of an untapped pool of prospective doctoral students in CSD.


2017 ◽  
Vol 28 (1) ◽  
pp. 40-60
Author(s):  
Treinienė Daiva

Abstract Nontraditional student is understood as one of the older students enrolled in formal or informal studies. In the literature, there is no detailed generalisation of nontraditional student. This article aims to reveal the concept of this particular group of students. Analysing the definition of nontraditional students, researchers identify the main criteria that allow to provide a more comprehensive concept of the nontraditional student. The main one is the age of these atypical students coming to study at the university, their selected form of studies, adult social roles status characteristics, such as family, parenting and financial independence as well as the nature of work. The described features of the nontraditional student demonstrate how the unconventional nontraditional student is different from the traditional one, which features are characteristic for them and how they reflect the nontraditional student’s maturity and experience in comparison with younger, traditional students. Key features - independence, internal motivation, experience, responsibility, determination. They allow nontraditional students to pursue their life goals, learn and move towards their set goals. University student identity is determined on the basis of the three positions: on the age suitability by social norms, the learning outcomes incorporated with age, on the creation of student’s ideal image. There are four students’ biographical profiles distinguished: wandering type, seeking a degree, intergrative and emancipatory type. They allow to see the biographical origin of nontraditional students, their social status as well as educational features. Biographical profiles presented allow to comprise the nontraditional student’s portrait of different countries. Traditional and nontraditional students’ learning differences are revealed by analysing their need for knowledge, independence, experience, skill to learn, orientation and motivation aspects. To sum up, the analysis of the scientific literature can formulate the concept of the nontraditional student. Nontraditional student refers to the category of 20-65 years of age who enrolls into higher education studies in a nontraditional way, is financially independent, with several social roles of life, studying full-time or part-time, and working full-time or part-time, or not working at all.


2016 ◽  
Vol 1 (1) ◽  
pp. 249
Author(s):  
Anna Xheka

Women’s entrepreneurship is a powerful source, regarding to the women’s economic independence and empowerment, as well as regarding employment generation, economic growth and innovation, development and the reduction of poverty as well as one of the terms of gender equality. This poster presents the situation of women's entrepreneurship in Europe in comparative terms, with special focus in Albania. The paper has a descriptive nature. Describes three different plans in comparative terms; the representation of men and women in entrepreneurship, the representation of women in entrepreneurship in different countries of Europe and of Europe as a whole, as well as compare to gender quota. Through the processing of secondary data from various reports and studies, this poster concludes that although that the gender equality goal is the equal participation of men and women in all sectors, including the entrepreneurship, in this sector, gender gap it is still deep. Another significant comparative aspect, it is the difference between full and part –time women entrepreneurship. While in full time entrepreneurship in a convince way, men are those that dominate, in part time entrepreneurship clearly it’s evident the opposite trend, women's representation is much higher. It’s very interesting the fact, that the women’s entrepreneurship in Albania, presented in a significant optimistic situation, ranking in the second place, after Greece in the European level


Author(s):  
Almaziya G. Kataeva ◽  
◽  
Sergei D. Kataev ◽  

The modern development of society determines the forms and content of the process of teaching foreign languages. The quantity and quality of information in the field of mastering a foreign language is constantly growing as a means of sociocultural, linguistic and cultural and professional development of an individual. A foreign language is currently considered as an integral part of intercultural communication in various fields of objective reality and the development of a culture of interethnic communication. In the process of teaching a foreign language, technologies are becoming increasingly important which makes it possible to achieve the required level of communicative competence in speaking and writing in a shorter time frame and to recreate a virtual spatial temporal communication environment with native speakers. In this regard, the form of distance learning can be more and more prospective, being psychologically more comfortable for students and teachers; many of its elements can be integrated into other forms of training. The article exposes certain information technologies, the use of which increases the effectiveness of teaching a foreign language in distance, part-time and full-time courses. On the example of specific interactive multimedia Internet resources in the field of learning the German language, the urgent importance of using computerized teaching methods for acquiring and enhancing pronunciation, lexical and grammatical skills and knowledge with the aim of forming linguistic and cultural and professional competence of students is emphasized. At the same time, the article highlights importance of non-verbal forms of communication for achieving the desired effect of verbal communication, while relying on relevant audiovisual Internet resources.


2018 ◽  
Vol 9 (2) ◽  
pp. 60
Author(s):  
Kamlesh Kumar Sahu

Psychiatric Social Work teaching has completed seven decades in India which was started with master course in medical and psychiatric social work at Tata Institute of Social Sciences, Mumbai in 1948 followed by various schools of social work across the country but unfortunately even after two year full time or part time course they are not counted as a mental health professional; still they need two more years of specialized training in mental health as Master of Philosophy in Psychiatric Social Work (M.Phil. PSW) which was offered in just a few institutions. Recently the Government of India formulated manpower development schemes under the national mental health programme to address the shortage of men power in mental health. Under this scheme, 25 centre of excellence in mental health are already stabilised and various post graduate departments were upgraded and M.Phil. PSW course is started or will be started. This figure is in raise in Government intuitions and few private institutions also. The prominence of social work in mental health is expected to enhance by this effort as highly trained social workers will be available to practice in the mental health field but there are some challenges to overcome to get the maximum outcome from this opportunity to expand.    Keywords:Psychiatric social work, mental health, men power development, India  Â


Sign in / Sign up

Export Citation Format

Share Document