Triple X Superwomen: Their Post-Compulsory Education and Employability

Autor/in	Attfield, Kate
Titel	Triple X Superwomen: Their Post-Compulsory Education and Employability
Quelle	In: Journal of Education and Work, 34 (2021) 1, S.81-94 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Attfield, Kate)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1363-9080
DOI	10.1080/13639080.2021.1875126
Schlagwörter	Foreign Countries; Genetic Disorders; Special Needs Students; Educational Needs; Females; Postsecondary Education; Employment Potential; Barriers; Access to Education; Transfer of Training; Socioeconomic Background; Social Support Groups; Cognitive Ability; Employment Level; United Kingdom (Wales); United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; Sonderpädagogischer Förderbedarf; Educational need; Bildungsbedarf; Weibliches Geschlecht; Post-secondary education; Tertiäre Bildung; Arbeitsmarktbezogene Qualifikation; Beschäftigungsfähigkeit; Education; Access; Bildung; Zugang; Bildungszugang; Training; Transfer; Ausbildung; Sozioökonomische Lage; Social support; Soziale Unterstützung; Denkfähigkeit; Beschäftigungsgrad
Abstract	The further and higher educational experiences and consequent employability of women with the under-researched Triple X syndrome are arguably unknown. This research study examines their special educational needs (where relevant), and their negotiation of conventional educative systems, throughout the stages of post-compulsory education and into the world of work. The prevalent individualist societal focus means that education bodies promote their qualification offers for students to gain individual employability currency, in order to secure their own futures. Ten women with Triple X were asked to reflect on their post-compulsory education experiences, considering their varying developmental and cultural barriers to access, and their employability skill set against the background of the likelihood of their transferring this to a position of graduate employment. Findings illustrate the significance of socio-economic background and support network, as well as varying individual cognitive capacity and also health status in participants being able to varying degrees, to secure a sense of stability and contentment: yet no woman secured graduate employment. By way of a further conclusion this research discloses the systemic lack of awareness of the existence of Triple X on the part of educational bodies and employers, a problem which further research is needed to address. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01