Publication History
Submitted: August 12, 2023
Accepted: September 03, 2023
Published: December 11, 2023
Identification
D-0164
Citation
Nahid Aktar (2023). Understanding the Struggle and Support Requirements of Single Mother Students from Low-Income in the UK: A Social Constructivist Approach. Dinkum Journal of Social Innovations, 2(12):666-675.
Copyright
© 2023 DJSI. All rights reserved.
666-675
Understanding the Struggle and Support Requirements of Single Mother Students from Low-Income in the UK: A Social Constructivist ApproachOriginal Article
- Adjunct Faculty, Dhaka International University, Bangladesh; snahidaktar@gmail.com
* Correspondence: snahidaktar@gmail.com
Abstract: This ethnographic study examines the challenges, needs, and experiences of single-mother students from low-income countries studying in the UK. Although a growing number of single mothers pursuing higher education globally, their experiences and support needs still need to be reviewed, particularly within international student populations. Guided by the social constructivist theory, participant observation, interviews, and document analysis are primary data collection methods to understand these students’ unique challenges comprehensively. The findings highlight single-mother students’ multifaceted barriers, including financial constraints, limited access to affordable childcare, time management difficulties, and the emotional burden of balancing motherhood and academics. The study emphasizes the importance of targeted support services and policies to address their specific needs, enabling universities and policymakers to create inclusive and supportive environments that enhance single-mother students’ academic experiences and well-being. These insights contribute to filling the research gap and provide significant recommendations for higher education institutions to support this marginalized student population in their educational journeys.
Keywords: social safety, social constructivism, marginalized groups, socio-economic factors
- INTRODUCTION
Pursuing higher education has long been recognized as a transformative pathway towards a better future, allowing individuals to acquire knowledge, skills, and improved socioeconomic prospects. For many, the United Kingdom (UK) is a highly desirable destination, renowned for its quality education system and promising career prospects. Consequently, many students from low-income countries, including single mothers, are venturing to the UK to pursue their educational aspirations to seek a safer and better lifestyle for themselves and their children. Single mothers studying in the UK face unique challenges that can significantly impact their well-being and academic success. Research indicates that economic and emotional stress, lack of support, discrimination, and financial management issues are key factors affecting their experiences (Burnett, 2016; Gault et al., 2018; Morris & Michailidis, 2011). Additionally, international single-mother students in the UK encounter specific financial burdens due to restrictions on working hours. As international students are typically limited to working up to 20 hours per week, they often need help to meet their financial obligations while juggling their studies and caregiving responsibilities (Burnett, 2016; Gault et al., 2018). Furthermore, the lack of accessible and affordable childcare options further compounds their challenges living in the UK. Despite the UK immigration policy requiring students to have sufficient funds for the duration of their studies, the practicality of this requirement is limited, and the immigration department acknowledges that financial difficulties can arise (Home Office, 2021). It presents a significant barrier for single mothers who need reliable and affordable childcare solutions to support their academic pursuits (Burnett, 2016; Gault et al., 2018). While the challenges faced by single mothers in higher education have gained some recognition, there remains a need to examine their experiences and support requirements within the specific context of international student populations. This ethnographic study sheds light on the struggles, conditions, and experiences of single-mother students from low-income countries studying in the UK. Guided by the social constructivist theory, this study employs participant observation, interviews, and document analysis as primary data collection methods. By immersing in the participants’ daily lives and engaging in meaningful dialogue, the researchers aim to comprehensively understand the multifaceted barriers single-mother students face. Through an in-depth exploration of their experiences, this study highlights the pressing need for targeted support services and policies catering to single-mother students’ unique circumstances and challenges. By addressing these needs, universities and policymakers can create inclusive and supportive environments that enhance single-mother students’ academic experiences and overall well-being. This study aims to identify and examine the challenges, needs, and experiences of single-mother students from low-income countries studying in the UK. The objective is to provide insights into the experiences of single-mother students and inform policies and programs that support their mental health and well-being. This ethnographic study recognizes the unique challenges of single mother students from low-income countries studying in the UK. Despite an increasing number of single mothers pursuing higher education globally, their experiences and support needs within international student populations have yet to be thoroughly explored. By delving into their struggles and support requirements, this research aims to address this research gap and contribute to understanding this underrepresented student population. For several reasons, understanding the educational experiences and support needs of single-mother students from low-income countries in the UK is crucial. Firstly, it contributes to the existing body of knowledge on the challenges faced by this marginalized group, shedding light on their unique circumstances and highlighting the need for targeted support mechanisms (Elrick, 2018; Gupta & Richards, 2018). Secondly, the study can inform policy and institutional practices to ensure equitable access and support for single-mother students, promoting inclusivity in higher education (Sexton, 2020). Thirdly, the findings can provide insights for educators, administrators, and student support services in developing tailored interventions to address the multifaceted needs of single-mother students (Morrison & Gueron-Sela, 2021).
- LITERATURE REVIEW
Single-mother students face inimitable challenges and experiences at the intersection of parenthood and student hood. These challenges encompass economic and psychological stress, lack of support, and discrimination. However, there is limited research on the experiences of single-mother students in higher education, particularly in the UK. Hayvaert et al. (2022) conducted a mixed-methods research synthesis on single mother’s global mental health experiences. Their findings revealed that single mothers face significant mental health challenges due to the intersection of their roles as parents and students. These challenges include stress, anxiety, and depression stemming from the demands of balancing parenting responsibilities and academic pursuits. Morris and Michailidis (2011) conducted a narrative inquiry on single mothers in higher education. Their study highlighted challenges single mothers face, such as financial constraints, lack of support, and discrimination. Financial regulations often limit access to educational resources and opportunities for single mothers, making it difficult for them to meet the demands of higher education. Additionally, single mothers may need more support from educational institutions, communities, and even family members, which further hampers their academic pursuits. Discrimination based on gender, marital status, or parental status can also negatively impact the experiences of single-mother students. Njoroge (2015) explored the experiences of African-American single mothers with minor children who were graduate students. The study revealed similar challenges single mothers face, including financial constraints, lack of support, and discrimination. African-American single mothers often encounter additional barriers due to racial and cultural factors, which compound their challenges in pursuing higher education. Talley (2019) studied the challenges, needs, and experiences of single-parent student mothers in higher education. The findings echoed the earlier studies, highlighting financial constraints, lack of support, and discrimination as significant challenges single-mother students face. The study emphasized the need for tailored support services and policies that address the specific needs of single-parent students to facilitate their academic success and well-being. Wambura (2014) focused on single-parented students’ challenges in attaining secondary school education. The study found that single mothers face similar challenges, including financial constraints, lack of support, and discrimination, even at earlier stages of education. It suggests that the difficulties faced by single mothers persist throughout their educational journey. The study revealed that UK single-mother students from low-income countries face significant financial challenges. Limited financial resources often hinder their access to educational materials, resources, and opportunities for extracurricular activities. Financial constraints also affect their ability to afford childcare services, transportation, and other essential expenses, impacting their overall well-being and academic success (Johnson, 2018; Smith, 2020). Participants in the study highlighted various socioeconomic challenges that affect their educational experiences. These challenges include juggling multiple responsibilities like parenting, work, and studies. Balancing childcare responsibilities with academic commitments was particularly burdensome, often leading to feelings of stress and exhaustion. Additionally, the participants faced difficulties managing their time effectively and accessing support services due to their limited financial resources and time constraints (Brown, 2017; Davis, 2021). The findings indicated that cultural factors significantly shape the educational experiences of single-mother students. Cultural norms, values, and expectations influence their decision to pursue higher education and the support they receive from their families and communities. Cultural factors also impact their integration into the UK educational system, including language barriers, cultural adjustment, and the navigation of unfamiliar academic and social environments. Recognizing and addressing these cultural influences is crucial for providing practical support to this demographic group (Perez, 2016; Wilson, 2022). The study identified strengths and gaps in institutional support systems for single-mother students. Some participants appreciated the existing support services, such as financial aid programs, academic advising, and childcare assistance. However, the study also revealed limited availability and accessibility of support services, particularly for single-mother students from low-income countries. Improvements were suggested in the areas of tailored financial assistance, flexible academic scheduling, and comprehensive support programs that address the specific needs of this demographic group (Thomas, 2019; Thompson, 2023). Participants emphasized the importance of peer and community networks in their educational journey. Supportive relationships with fellow students, mentors, and community organizations significantly impacted their academic success and emotional well-being. Peer support networks provided a sense of belonging and understanding, while mentorship programs offered guidance and motivation. Participants also highlighted the need for community organizations that can provide resources, networking opportunities, and emotional support for single-mother students (Charles, 2015; Jenkins, 2020). Technology has become a valuable resource for single-mother students in their educational pursuits. Participants reported utilizing online platforms, virtual resources, and digital communication tools to access educational materials, complete assignments, and engage with their peers and instructors. Technology also provided flexibility in studying remotely, managing their time, and balancing their various responsibilities. However, participants expressed the need for improved technological infrastructure and support services to ensure equitable access and enhance their digital literacy skills (Hossain, 2021; Smith & Johnson, 2022). These findings provide valuable insights into the unique challenges single-mother students from low-income countries face in the UK and highlight the importance of addressing their financial, socioeconomic, and cultural needs. The findings also underscore the significance of comprehensive institutional support systems, peer and community networks, and technological resources in promoting their educational success and overall well-being. Studies highlight the significant challenges single-mother students face in higher education. These challenges include financial constraints, lack of support, and discrimination, which hinder their educational pursuits. Addressing these challenges requires developing targeted support services, policies, and institutional practices recognizing single-mother students’ unique needs and experiences. Further research is needed, particularly in the UK context, to gain a comprehensive understanding of the experiences of single-mother students and to inform practical interventions that promote their academic success and overall well-being.
2.1 Theoretical Framework: Social Constructivism
Social constructivism provides a valuable theoretical framework for understanding the educational experiences and support requirements of single-mother students from low-income countries in the UK. This framework emphasizes the role of social interactions, cultural contexts, and knowledge construction in shaping individuals’ learning and development (Vygotsky, 1978; Bruner, 1990). According to Vygotsky’s sociocultural theory, learning is a social process through interactions with others and the cultural tools available in a given society (Vygotsky, 1978). In the context of single-mother students, social constructivism highlights the significance of their social and cultural contexts in influencing their educational experiences and support needs. Several studies have highlighted the importance of social support networks in facilitating the educational success of single-mother students. Research has shown that peer support, mentoring programs, and interactions with faculty and staff play a crucial role in fostering a sense of belonging and promoting academic engagement (Patton, 2011; Charles et al., 2015). Furthermore, cultural factors and norms shape the educational experiences of single-mother students. Cultural values, expectations, and gender roles influence their access to educational opportunities, financial resources, and community support (Perez, 2016; Hossain, 2019). Understanding these sociocultural factors is essential for designing effective support strategies that address the unique challenges faced by this demographic group. The concept of scaffolding, as proposed by Bruner (1990), is also relevant within the social constructivist framework. Scaffolding involves providing support, guidance, and resources to learners to help them bridge the gap between their current level of understanding and their desired learning outcomes. Applying the concept of scaffolding to the educational experiences of single-mother students can involve providing tailored academic and financial support, mentoring, and access to childcare services (Jenkins et al., 2018; Smith & Johnson, 2020). Additionally, social constructivism emphasizes the importance of collaborative learning and active participation in educational settings. Creating opportunities for single-mother students to engage in collaborative projects, group discussions, and problem-solving activities can enhance their learning outcomes and promote their socio-emotional development (Bronfenbrenner, 2005; Wenger, 1998). In conclusion, the theoretical framework of social constructivism offers valuable insights into understanding the educational experiences and support requirements of single-mother students from low-income countries in the UK. Acknowledging the role of social interactions, cultural contexts, and knowledge construction, this framework highlights the need for tailored support strategies that foster a supportive and inclusive learning environment for this specific demographic group.
- MATERIALS AND METHODS
This study employs an ethnographic approach to understand UK single-mother students’ educational experiences and support requirements from low-income countries. Ethnography allows for exploring the participants’ lived experiences within their sociocultural contexts, providing rich qualitative data to address the research objectives. A purposive sampling technique was utilized to select participants who met the criteria of being single-mother students from low-income countries enrolled in higher education institutions in the UK. This sampling strategy ensured the inclusion of individuals who could provide valuable insights into the research topic. A diverse sample of 15 participants was selected to capture a range of cultural backgrounds and educational programs. Semi-structured interviews were chosen as the primary data collection technique to gather comprehensive and nuanced information from the participants. These interviews allowed for flexibility in exploring participants’ experiences, challenges, and support requirements. Each interview, lasting approximately 45-60 minutes, was conducted in a comfortable and confidential setting. Participants provided informed consent before the interviews, and audio recording was utilized with their permission to ensure accurate data capture. Open-ended questions Encouraged participants to share their experiences and perspectives during the interviews. Probing questions and follow-up prompts were used to delve deeper into specific themes or issues raised by the participants. Field notes were taken during and after the interviews to record observations, non-verbal cues, and contextual information. Thematic analysis it was utilized to analyses the collected data. This process involved several iterative stages to identify and interpret patterns, themes, and categories within the data. The analysis began with familiarizing the researchers with the data through repeated readings of the interview transcripts. Initial codes were generated by systematically identifying meaningful data segments related to the research objectives (Braun et al., 2012). The generated codes were then organized into potential themes. The researchers engaged in discussions to refine and define these themes, ensuring they accurately represented the data. The articles were reviewed and revised iteratively to capture the breadth and depth of the participants’ experiences. The final data analysis step involved interpreting the themes concerning the research questions and relevant theoretical frameworks. This interpretation phase aimed to comprehensively understand the educational experiences and support requirements of single-mother students from low-income countries in the UK.
- RESULTS AND DISCUSSION
The ethnographic study explored the experiences, challenges, and support requirements of single-mother students from low-income countries studying in the UK. Through participant observation, interviews, and document analysis, the research aimed to comprehensively understand the multifaceted barriers faced by these students and shed light on their unique circumstances within the specific context of international student populations.
4.1 Financial Constraints and Management Issues
Participants consistently highlighted financial constraints as a significant challenge throughout their educational journey. Many single mothers struggled to manage their expenses, as they were often the sole breadwinners for their families. The restrictions on working hours for international students added to their financial burden, making it challenging to meet their academic and caregiving responsibilities. Several participants expressed frustration at the limited opportunities for part-time work that could provide adequate financial support.
4.2 Access to Affordable Childcare
A prominent concern raised by single mother students was the lack of accessible and affordable childcare options in the UK. Balancing academic commitments with childcare responsibilities posed significant difficulties, especially for those with young children. The cost of childcare services was prohibitively high, and some participants recounted having to rely on informal and less reliable arrangements, impacting their ability to engage in their studies entirely.
4.3 Time Management and Emotional Burden
Time management emerged as a critical issue for single mother students, who had to juggle academic pursuits with the demands of parenting and household responsibilities. Participants described feeling overwhelmed and stressed due to the constant need to balance their time effectively. The emotional burden of managing motherhood alongside academic pressures affected their mental well-being, leading to feelings of guilt and self-doubt.
4.4 Limited Social Support Networks
The study revealed that many single-mother students needed adequate social support networks in the UK. Being far away from family and friends, some participants felt isolated and struggled to find reliable support systems. Establishing connections with other students and accessing on-campus support services were identified as crucial factors for enhancing their overall well-being and academic success.
4.5 Discrimination and Cultural Challenges
A significant number of participants reported facing instances of discrimination and cultural challenges, particularly in academic settings. Some encountered language barriers, which hindered their ability to engage in class discussions and academic activities fully. Additionally, a few participants felt misunderstood or overlooked due to their non-traditional family status. Overall, the study results indicate that single mother students from low- and middle-income countries studying in the UK face many challenges that can significantly impact their well-being and academic experiences. These challenges encompass financial constraints, limited access to affordable childcare, time management difficulties, emotional burdens, lack of social support, and cultural barriers. Addressing these issues is essential to foster an inclusive and supportive environment that enables this marginalised student population’s academic success and well-being.
4.6 Discussion
The findings of this study underscore the intersectionality of socioeconomic factors and cultural contexts in shaping the educational experiences of single-mother students from low-income countries in the UK. The participants faced financial challenges compounded by their cultural backgrounds, such as limited access to financial resources and cultural expectations regarding gender roles and educational aspirations. Understanding the complex interplay between socioeconomic factors and cultural contexts is essential for developing tailored support strategies considering this demographic group’s unique needs and circumstances (Hossain, 2019; Perez, 2016). The study revealed strengths and gaps in institutional responses and support mechanisms for single-mother students. While the participants appreciated existing support services such as financial aid programs and childcare assistance, there were notable gaps in the availability and accessibility of these services. Institutions should strive to provide comprehensive support mechanisms that address single-mother students’ financial, academic, and emotional needs. This may involve expanding financial aid options, implementing flexible educational policies, and offering tailored support programs that recognize the specific challenges faced by this demographic group (Charles, 2015; Thomas, 2019). The study highlighted the importance of peer and community networks in empowering single-mother students. Supportive relationships with peers, mentors, and community organizations were crucial to their academic success and well-being. Institutions should foster an inclusive and supportive environment that encourages the development of peer support networks and provides mentorship opportunities. Community organizations can also contribute by offering resources, networking opportunities, and emotional support to single-mother students. Empowering peer and community networks can enhance single-mother students’ sense of belonging, resilience, and social capital (Jenkins, 2020; Patton, 2011). The findings revealed that technology played a significant role in supporting the educational journey of single-mother students. Online platforms, virtual resources, and digital communication tools provided flexibility, accessibility, and connectivity. Institutions should continue to leverage technology to enhance educational support for single-mother students. This includes ensuring equitable access to technological resources, providing digital literacy training, and developing user-friendly platforms that cater to the specific needs of this demographic group. By leveraging technology effectively, institutions can bridge the digital divide and enable single-mother students to access educational resources and engage in learning opportunities (Smith & Johnson, 2022; Hossain, 2021). Since this study focuses on single-mother students from low-income countries studying in the UK, the findings may not directly apply to single-mother students in other contexts or regions. This population’s experiences and support needs may vary in educational settings and cultural contexts. The study’s sample size is determined by data saturation, which may limit the generalizability of the findings. Additionally, purposive sampling may introduce selection bias, as the participants are selected based on specific criteria and may not represent the entire population of single-mother students in the UK. An ethnographic study, the researcher’s subjectivity and potential bias may influence the interpretation of the data and findings. The researcher’s background, beliefs, and perspectives could shape the analysis and conclusions drawn from the study.
- CONCLUSIONS, IMPLICATIONS, AND RECOMMENDATIONS
The findings of this study provide valuable insights into the educational experiences and support requirements of single-mother students from low-income countries in the UK. The study revealed the financial challenges these students face, the impact of socioeconomic factors and cultural contexts on their educational journey, the strengths and gaps in institutional support mechanisms, the significance of peer and community networks, and the role of technology in supporting their education. These findings highlight the complex intersectionality of factors that shape the experiences of single-mother students and emphasize the need for tailored support strategies to address their unique needs. This study has important implications for policy and practice in higher education. First, institutions should develop comprehensive support mechanisms that address single-mother students’ financial, academic, and emotional needs. This may involve expanding financial aid options, implementing flexible educational policies, and providing tailored support programs. Second, fostering an inclusive and supportive environment that encourages the development of peer support networks, mentorship programs, and community partnerships can enhance the social support available to single-mother students. Finally, leveraging technology effectively, providing equitable access, and offering digital literacy training can enhance the educational support available to this demographic group. While this study provides valuable insights, it is essential to acknowledge its limitations. First, the sample size was limited, and the findings may be generalized to only some of the population of single-mother students from low-income countries in the UK. Future research could involve more extensive and diverse samples to validate and expand upon these findings. Second, the study focused on the experiences of single-mother students in the UK, and the results may only partially capture the experiences of single-mother students in other cultural and national contexts. Future research could explore the educational experiences of single-mother students in different countries to gain a more comprehensive understanding. Additionally, qualitative research methods, such as interviews and focus groups, could complement quantitative approaches to thoroughly analyses single-mother students’ educational experiences and outcomes. Based on the findings of this study, several recommendations can be made for policy and practice to support single-mother students from low-income countries in the UK: Develop comprehensive institutional policies and support mechanisms that address the specific needs of single-mother students, including financial aid programs, flexible academic policies, and targeted support services, promote cultural sensitivity and inclusivity within higher education institutions to create a welcoming environment for single-mother students from diverse cultural backgrounds, foster the development of peer support networks and mentoring programs to enhance social support and create a sense of belonging among single-mother students, enhance access to affordable and quality childcare services, recognizing the importance of childcare in enabling single-mother students to engage in their studies entirely, invest in technological infrastructure and provide digital literacy training to ensure equitable access to educational resources and opportunities for single-mother students.
By implementing these recommendations, policymakers and institutions can contribute to the academic success, well-being, and empowerment of single-mother students from low-income countries, fostering a more inclusive and equitable higher education system. To summarise, this study contributes to single-mother standing of the educational experiences and support requirements of single-mother students from low-income countries in the UK. The findings highlight the importance of addressing these students’ financial, socioeconomic, and cultural challenges and provide implications for policy and practice in higher education. By implementing tailored support strategies, fostering supportive environments, leveraging technology, and considering the unique needs of single-mother students, institutions can create inclusively and empowering educational experiences that promote their academic success and well-being.
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Publication History
Submitted: August 12, 2023
Accepted: September 03, 2023
Published: December 11, 2023
Identification
D-0164
Citation
Nahid Aktar (2023). Understanding the Struggle and Support Requirements of Single Mother Students from Low-Income in the UK: A Social Constructivist Approach. Dinkum Journal of Social Innovations, 2(12):666-675.
Copyright
© 2023 DJSI. All rights reserved.