Citation

Dent, S. (2020), "Index", Recognising Students who Care for Children while Studying, Emerald Publishing Limited, Leeds, pp. 185-188. https://doi.org/10.1108/978-1-83982-672-620201013

Publisher

:

Emerald Publishing Limited

Copyright © 2021 Samuel Dent.

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INDEX

Index

Note: Page numbers followed by “n” indicate footnotes.

Access and Participation Plans (APP)

, 19, 22, 77, 156

Accessibility of student support

, 91–92

Anti-Semitism

, 22

Black and minority ethnic students (BME students)

, 17, 45, 96, 105, 146, 157

Black Asian and Minority Ethnic (BAME)

, 17

‘Bottom-up’ approach

, 47

Business, Innovation and Skills (BIS)

, 15

Care work

, 31

Careblind

approach

, 33, 113, 118, 120

institutions

, 78, 153

‘Caring for children’ status

, 4

Caring professions

, 12

Childcare

, 30–31, 73–75

Children Act (2004)

, 20

Children on campus

, 80–84

Choice

, 50–51, 67–68

Committee on Higher Education (CoHE) (1963)

, 8

Communication

, 84–85

Consciousness

, 39

Critical Race Theory

, 17

Cultural recognition

, 54, 152

Dearing Report (1997)

, 12–13

Disability

, 57

Disability Discrimination Act (DDA) (1995)

, 10–11

Discrimination

, 17

Diversity

, 49

Domestic costs

, 76–77

Dominant timescapes

, 68, 148

Drawing theories with recognition theory

, 52–55

Education Act (1944)

, 8

Employment Relations Act (1999)

, 20

Equal opportunities

, 14

Equalities

, 4

Equality Act (2010)

, 1, 20–23, 40

Equality and diversity (E&D)

, 3–4, 7, 9, 20, 43, 54, 119, 143

Equality policy

, 54

Ethical considerations

, 55–59

Ethnic diversity

, 45

Extra-local decision-making

, 39

Fair participation

, 14

Fairness

, 14

Finance

, 28

Financial redistribution

, 54

Financial support

, 27–29

Food poverty

, 77

Formal childcare

, 30

Fraser theories

, 52, 154

Graduate wage

, 15

Group work

, 68–69

Health

, 32

Higher education (HE)

, 1, 3–4, 7, 25, 28, 30, 36, 54, 62, 98, 143

elite to mass HE

, 7–10

Equality Act (2010)

, 20–23

in ethnographic study

, 55–56

OFFA

, 14–18

Post-Aimhigher 2010

, 18

problematising mass HE as diverse HE

, 10–14

recommendation for HE sector

, 156–158

Higher Education Act

, 14

Higher Education and Research Act (2017)

, 158

Higher Education Funding Council for England (HEFCE)

, 13, 19, 158

Higher Education Statistics Agency (HESA)

, 7–8, 11, 32, 157

Inclusivity

, 1

Indices of Multiple Deprivation (IMD)

, 19

Individualisation

, 4, 47–49, 50–51, 71–73, 75, 102, 113, 118–119, 123, 125, 129–135, 143, 145–146

Inequalities

, 17

Institutional cultures

, 18

Institutional Ethnographer

, 61, 88

Institutional Ethnography (IE)

, 4, 35–36, 39, 95

Institutional policy

, 156

Institutional remedies

, 154–156

International CCS students, support for

, 88–91

Intersectionality

, 17

Justice

, 54

Learning society

, 12

Lesbian, gay, bisexual and transgender community (LGBT community)

, 21–22, 51, 96

‘Life course’ approach

, 19

Lifelong Learning Office (LLO)

, 87, 98, 100, 123–125

Light-touch signposting work

, 18

Location

, 63–68

Mainstreamed institutions

, 78

Mainstreaming

, 33

Market positionality

, 15–16

Marketisation

, 17

Mass participation theory

, 8

Material inequalities

, 54

Mental well-being

, 32

Microaggressions

, 48–49, 81–82, 135, 145, 147, 149

Misrecognition theories

, 52–53

Mitigation forms

, 105

Claire’s story

, 105–110

Mobility

, 63–68

National Collaborative Outreach Programme (NCOP)

, 18–19

National Committee of Inquiry into Higher Education (NCIHE) (1997)

, 7

National Networks for Collaborative Outreach (NNCO)

, 18

National Union of Students (NUS)

, 4, 21, 25, 40, 75, 152

Natural sciences

, 45

‘Non-traditional’ students

, 16

NVivo software

, 46

Office for Fair Access (OFFA)

, 14–18, 23, 156

Office for Students (OFS)

, 19, 156, 158

Othering

, 22, 47–50, 71, 73, 84, 87, 95, 97, 101, 104, 110, 118, 123–129, 143, 145–146

Otherness

, 125–128

‘Passing’ theory

, 47–48, 51–52, 71, 87–88, 99, 113, 118, 123, 135–140, 143, 145–146

Pattern

, 32

Personal debt

, 28

Personal relationships

, 29–30

Perspectival dualism

, 53–54, 143, 147, 151–152

PhD study, flexibility of

, 69–72

Philosophical schizophrenia

, 53, 147, 151

Positionality

, 46

Race Relations Act (RRA) (1976)

, 9–10

Reasonable adjustments

, 10

Recognition theories

, 52–53

Recruitment

, 43–44

Reflexivity

, 46, 56–59

Resource redistribution

, 152

Responsiveness

, 1

Service design

, 86–87

Sex Discrimination Act (SDA) (1975)

, 9–10

Social inequalities

, 54

Social injustice

, 54–55, 147, 152

Social justice

, 2, 12, 53, 55, 134, 147, 152, 156–157

Standpoint

, 36–39

Status model

, 53, 147

STEM

, 45, 89, 157

Stonewall accreditation

, 1

Structural inequalities

, 90, 144

Student Finance England (SFE)

, 76

Student Parent Policy

, 103, 110, 128–129, 144, 151–152

Nicole’s story

, 111–113

positioning of policy

, 110–111

Rebecca’s story

, 115–118

understanding Nicole’s story

, 113–115

understanding Rebecca’s story

, 118–120

Student services

, 86

Student support services

, 1, 43

Student-centred approach

, 1

Studentroom, The

, 103n1

Students experience

, 27

childcare

, 30–31

financial support

, 27–29

health and mental well-being

, 32

personal relationships

, 29–30

student ‘parent’ experience

, 25–26

systemic invisibility

, 32–33

time and space to study

, 26–27

Students who care for children while studying (CCS students)

, 2, 4–5, 7, 16, 18, 25–26, 32, 35, 44, 61–62, 95, 123, 143, 154

application forms and admission

, 96–99

data analysis

, 45–48

drawing theories together with recognition theory

, 52–55

email mailing lists

, 100–101

ethical considerations and reflexivity

, 55–59

individualisation

, 50–51, 129–135

institutional experiences

, 95

methodological approach

, 35

methods of data collection

, 42–43

mitigation forms

, 105–110

othering

, 48–50, 123–129

participants

, 44–45

passing

, 51–52, 135–140

recruitment

, 43–44

research context

, 43

research design

, 41

researching

, 35

standpoint and work

, 36–39

Student Parent Policy

, 110–120

texts and activation

, 39–41

‘texts’ activation within ‘work’ of CCS students

, 95

themes and theoretical frameworks

, 48

theorising redressing CCS Students’ inequities of experience

, 146–154

websites

, 101–105

within wider institution

, 123

Substantive dualism

, 54–55, 152

Targeted approaches

, 33

‘Targeted’ institutions

, 78

Texts

, 4, 95, 144–145

and activation

, 39–41

activation within ‘work’ of CCS students

, 95–105

Thatcherism

, 9

Timetabling

, 84–85

Trow’s quantitative indicators

, 8

Tuition fees

, 75–76

Universities and Colleges Admissions Service (UCAS)

, 45

‘Universities’ student services

, 29

Visibility

, 52

Websites

, 101–105

Widening participation (WP)

, 4, 7, 11–13, 17, 44, 156

Work

, 4, 36–39, 95

Work of being CCS students

accessibility of student support

, 91–92

changes in support

, 87–88

childcare

, 73–75

children on campus

, 80–84

domestic costs

, 76–77

financial issues

, 75

flexibility of PhD study

, 69–72

group work

, 68–69

hidden costs of study

, 77–79

inaccessibility of institutional norms and practices

, 79

location and mobility

, 63–68

and practical topics

, 61–62

sacrifice of personal time

, 72–73

service design

, 86–87

support for International CCS students

, 88–91

time and space to study

, 62

timetabling and communication

, 84–85

tuition fees

, 75–76