000			03018nam a2200409Iu 4500
001			9781839826740
003			UtOrBLW
005			20210303084713.0
006			m o d
007			cr un|||||||||
008			201123s2020 enk ob 001 0 eng d
020			_a9781839826740
040			_aUtOrBLW _beng _erda _cUtOrBLW
050		4	_aLC5160.5 _b.D46 2020
072		7	_aEDU015000 _2bisacsh
072		7	_aJNM _2bicssc
080			_a378
082	0	4	_a378.19825 _223
100	1		_aDent, Samuel, _eauthor.
245	1	0	_aRecognising students who care for children while studying / _cby Samuel Dent (Nottingham Trent University, UK).
264		1	_bEmerald Publishing Limited,
300			_a1 online resource (216 pages)
500			_aIncludes index.
504			_aIncludes bibliographical references.
505	0		_aChapter 1. Introduction -- Chapter 2. Exploring the HE policy context -- Chapter 3. The experience of students who care for children: a literature review -- Chapter 4. Researching students who care for children while studying: a methodology -- Chapter 5. The work of being a student who cares for children -- Chapter 6. CCS students' institutional experiences: activated texts -- Chapter 7. Understanding CSS students within the wider institution -- Chapter 8. Conclusion; findings, recognition and remedies.
520			_aFeaturing a Prologue by Professor Penny Jane Burke, and Epilogue by Dr Ciaran Burke The often-changing definitions of widening participation groups in UK higher education has the potential to lead to inequitable experiences for students who do not fit into traditional typologies. This book considers the experiences of students who care for children while studying (CCS), a group often discussed only broadly in existing research, to shine a light on the unique barriers and experiences they face. Problematising 'who' is recognised in widening participation and equalities policy, Samuel Dent presents an Institutional Ethnographic study, involving 16 CCS students at a research-intensive UK University and collected over two academic years, to gain further insight into their institutional experiences. Unearthing the complex reality that CCS students' experiences vary in proportion to a diverse range of individual circumstances, Dent identifies a consistent theme in which these students experience a pattern of institutionally 'othering', 'individualisation', and 'passing' behaviours. Dent ultimately concludes by tackling the important question of how these patterns of experiential imbalance might be challenged.
588	0		_aPrint version record.
650		0	_aCollege student parents.
650		7	_aEducation _xHigher. _2bisacsh
650		7	_aHigher & further education, tertiary education. _2bicssc
776			_z9781839826733
856	4	0	_uhttps://doi.org/10.1108/9781839826726
999			_c29293 _d29293