What is the impact of labels placed upon mature female students in college-based higher education settings in the UK?

Reflecting on her own lived experience, and the experiences of others, author Jacqueline Dodding explores how mature female students, who did not follow the traditional university route, navigate re-entry into education, and the impact this has had on their multiple identities including student, partner, wife, mother, and carer.

Re-imagining Potential discusses the barriers faced at continuing education at 18, why these students have chosen to re-engage now, and the impact of the various labels placed upon them. Offering a discussion of the problems with the “one size fits all” approach to engaging with further study, this book is ideal reading for students of Education Studies, Gender Studies, Sociology, and higher education policy makers.

• Cover
• Half-Title Page
• Title Page
• Copyright Page
• Abstract
• Acknowledgements
• Table of Contents
• Introduction
  • Context for this book – mature female students
  • Why a ‘one-size-fits-all’ approach is not appropriate when discussing widening participation students
  • Motivation of widening participation students in general
  • Some notes on theoretical concepts used in my research
  • Conclusion
• 1 Mature female students, UK higher education policy and the landscape of college-based higher education
  • Focus on mature female students in higher education in the United Kingdom
  • Reimagining potential: Possible selves
  • Political background and policy in UK higher education from post-Second World War to the twenty-first century
  • The development of the college-based higher education environment
  • Conclusion
• 2 The experiences of mature female students in their own words
  • Introduction
  • My experience of using the Listening Guide
  • Organisation of the I poems, word clouds and narrative
  • Participants – Postgraduates
    • Natalie
    • Natalie’s I poem
    • Dana
    • Dana’s I poem
    • Andrea
    • Andrea’s I poem
    • Analysis of Natalie, Dana and Andrea (postgraduate students)
  • Third year students
    • Vera
    • Vera’s I poem
    • Brenda
    • Brenda’s I poem
    • Freda
    • Freda’s I poem
    • Tricia
    • Tricia’s I poem
    • Laura
    • Laura’s I poem
    • Analysis of Vera, Brenda, Freda, Tricia and Laura
  • Second year students
    • Julie
    • Julie’s I poem
    • Roz
    • Roz’s I poem
    • Lisa
    • Lisa’s I poem
    • Edith
    • Edith’s I poem
    • Sally
    • Sally’s I poem
    • Arlene
    • Arlene’s I poem
    • Analysis of Julie, Roz, Lisa, Edith, Sally and Arlene
  • First year students
    • Michelle
    • Michelle’s I poem
    • Sabina
    • Sabina’s I poem
    • Bella
    • Katherine
    • Katherine’s I poem
    • Melissa
    • Melissa’s I poem
    • Analysis of Michelle, Sabina, Bella, Katherine and Melissa
  • Conclusion
• 3 Further experiences of the mature female students in this research
  • Introduction
  • Method of analysis
    • Barriers to engagement in post-compulsory education
  • Confidence
  • Support provided to students
  • Re-engagement with education
    • Motivation
  • Impact of studying at undergraduate level and aspirations following completion of their degrees
  • Conclusion
• 4 Autobiographical context of this research
  • Introduction
  • My educational experience
    • Final reflections on the autobiographical nature of my research
    • Jacqueline’s I poem
  • Conclusion
• 5 What can we learn?
  • Introduction
  • Key findings from my research
  • Implications for higher education in the United Kingdom
    • Decision not to progress to HE
  • Factors enabling non-traditional students to participate
  • Student lack of confidence
  • Impacts of higher education study
  • Summary of the research findings
  • Recommendations for higher education in the United Kingdom
  • Key recommendations following this research are highlighted
    • Regarding labelling
    • Future research directions
  • A final note…
• Appendix 1
• Recommended discussion topics
• Notes
• References
• Index

Jacqueline Dodding EdD is a lecturer and researcher in Education at University of Central Lancashire.