Negotiating Contradictions: Rural Student-Mothers and Online Learning

Autor/in	Covert, Michelle L.
Titel	Negotiating Contradictions: Rural Student-Mothers and Online Learning
Quelle	(2016), (345 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, The Pennsylvania State University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-4387-7016-4
Schlagwörter	Hochschulschrift; Dissertation; Online Courses; Educational Technology; Technology Uses in Education; Rural Areas; Mothers; Parent Role; Experience; Gender Issues; Sex Role; Educational Attainment; Family Structure; Family Influence; Employed Parents; Housework; Social Life; Child Rearing + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Online course; Online-Kurs; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Rural area; Ländlicher Raum; Mother; Mutter; Parental role; Elternrolle; Erfahrung; Geschlechterfrage; Geschlechterrolle; Bildungsabschluss; Bildungsgut; Familienkonstellation; Familiensystem; Hausarbeit; Soziales Leben; Kindererziehung
Abstract	This phenomenological study is about the lived experiences of rural mothers who are pursuing their educational goals via online learning. How and why they negotiate the often conflicting roles of mother and of student in the ways that they do is the primary focus of this research. Cultural Historical Activity Theory (CHAT) is used to further analyze the data and in order to unpack the effects of the participants' rich cultural and historical backgrounds on their current daily lives. Five student-mothers each participated in three interviews and completed a daily journal for up to two weeks. The student-mothers shared details of their lives from birth to the present. In their first interviews, they recalled their life histories. Particular attention was paid to where they lived, whom they lived with, gender roles in their childhood homes, and their educational backgrounds. They shared details from their current lived experiences as student-mothers in their second interviews. A portrait of their experiences was created by focusing on the most pertinent aspects of their lives: their families, online programs, paid employment, division of domestic labor, extended families, and social lives. The student-mothers reflected on the meaning that was made and on themes that arose in their first and second interviews, during their third interview. They used their journals to note any reflections they had on balancing school, work, and family. The student-mothers who participated in this study prioritized their families and children above all else in their lives. They sacrificed sleep, friendships, and free time, along with many other things, to achieve their goals of earning a degree and to fulfill what they believed to be their purpose: to raise healthy, happy, well-adjusted children who feel loved. This study shows how and why. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01