Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.633816
Title: Exploring perceptions of school through negative school experience : what can Educational Psychologists learn? : an interpretative phenomenological study with young mothers of pre-school children
Author: Osborn, Marie
Awarding Body: University of East London
Current Institution: University of East London
Date of Award: 2013
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Abstract:
A body of research has focused on exploring educational attainment and links between outcomes from one generation to the next, with a complex array of factors revealed. One influential factor linked to outcomes is the aspirations that parents have about school for their children. Research to date however has provided only limited insight into the ways parents, or mothers in particular view school for their child, based on their own experiences. This study aimed to understand more about what a negative school experience meant to a group , mothers of children 3 years and under. It also sought to elicit their views about their children’s schooling. Through a process of interpretative phenomenological analysis of the semi-structured interviews, this study identified factors that served to help and support them around their school days, and what could potentially help them gain more confidence in their children’s education. The key super-ordinate theme to emerge was the power of their negative experience to cloud what was positive about their school days. What became apparent was the degree to which for three mothers, this centred on persistent, inescapable bullying. Additional factors (and sub-themes) identified included: being ignored and left to get on with learning; not being heard by teachers and parents; and the power of all these negative experiences to undermine confidence, self-worth and future pathways in life. However, an additional super-ordinate theme focused on positive factors that had helped them cope in school. Two further super-ordinate themes identified the conflicting emotions felt about school for their child, and how they had given great thought to the future education of their children. Within these factors emerged a strong desire for them to have a different, more enjoyable experience of school and how they considered their role to be a protective influence in their lives. This thesis offers an insight into the ways educational professionals, including psychologists, can provide support to parents with negative school experiences, helping to build confidence and trust in a positive future for their children in school.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Professional Doctorate) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.633816  DOI: Not available
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