By Kirsty Finn
The event of upper schooling within the united kingdom has develop into an more and more universal phenomenon within the twenty first century. This e-book explores the emotional and ethical value of the relationships younger women boost at collage, reminiscent of buddies, kin and housemates, through the use of a seven-year qualitative longitudinal learn of the transitional interval.
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Additional resources for Personal Life, Young Women and Higher Education: A Relational Approach to Student and Graduate Experiences
In addition, of course, to culturally symbolic repertoires for narrating these experiences. Time and space A proper consideration of time and space is particularly relevant for studies of HE transitions because of the ways in which this experience implies movement and, perhaps, progression. Chapter 1 outlines the significance of a QL methodology for making the temporal visible and the ways in which young people shift between different conceptualisations of time in narrating their everyday experiences.
And so, Chapter 2 takes Sophie’s story as its point of departure before setting out the theoretical framework which underpins the book. Sophie’s story is one of ambition and significant resources; social, cultural and material. This story was selected because it illuminates many of the themes and ideas central to the theories that dominate youth studies and HE research; from notions of individualisation and risk inspired by Giddens and Beck, to theories of neo-liberal governance and Bourdieusian social reproduction.
Interview 1). Sophie returned to her family home only rarely during her first year at university. She made some good friends and quickly became involved in drama societies and other clubs which kept her busy and fulfilled. When she did return home, Sophie found that the dynamics of home and family had altered for her. She said her mother could be overbearing and that at times she felt claustrophobic. Sophie and her mother had once been very close and confided in one another; however, Sophie’s experiences of living away at university left them feeling out of sync: ‘when I was at college I’d come home and we’d have a cup of tea and I’d tell her what was going on and what was on my mind but now I’m kind of like, I don’t need to tell her that stuff anymore, I’m working it out for myself’ (Interview 3).