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dc.contributor.authorBroughton, Sharonen_US
dc.contributor.authorvan Acker, Elizabethen_US
dc.contributor.editorPeter Jervis & John Holforden_US
dc.date.accessioned2017-04-24T11:13:16Z
dc.date.available2017-04-24T11:13:16Z
dc.date.issued2007en_US
dc.date.modified2009-11-03T05:21:29Z
dc.identifier.issn02601370en_US
dc.identifier.doi10.1080/02601370701362226en_AU
dc.identifier.urihttp://hdl.handle.net/10072/18211
dc.description.abstractThis paper examines the educational ambitions of adults from a disadvantaged area in Australia who returned to study at a further education institution as a means to access higher education. The study examines the significance and influence of romance, gender and social class on their formal learning, and the delaying influence of these factors in realising lifelong learning aspirations. It draws on written testimonies of students' early expectations and beliefs about learning, education and life choices, their current beliefs and future tertiary and career expectations to argue that romantic conceptions of early motherhood/marriage have a negative impact on women from low socio-economic backgrounds. The focus is on self-reporting of the impact of early parenthood and/or the consequences of premature dissolution of a romantic relationship on educational aspirations or opportunity. We define the basic concept of romance as concerning love and 'living happily ever after', incorporating love and people's social aspirations, hopes and dreams, offering the promise of a better life. We find, one, that the discourse of romance had a very powerful early gendered influence on the female students' educational aspirations, and on their 'enlightenment' after romance 'went wrong' which contributed to their educational disadvantage; and two, that exclusion from education is a motivating factor in returning to learning as an adult and strongly influences parental aspirations for those with children.en_US
dc.description.peerreviewedYesen_US
dc.description.publicationstatusYesen_AU
dc.languageEnglishen_US
dc.language.isoen_AU
dc.publisherTaylor & Francisen_US
dc.publisher.placeUnited Kingdomen_US
dc.publisher.urihttp://www.informaworld.com/smpp/title~db=all~content=t713747968en_AU
dc.relation.ispartofstudentpublicationNen_AU
dc.relation.ispartofpagefrom279en_US
dc.relation.ispartofpageto293en_US
dc.relation.ispartofissue3en_US
dc.relation.ispartofjournalInternational Journal of Lifelong Educationen_US
dc.relation.ispartofvolume26en_US
dc.rights.retentionYen_AU
dc.subject.fieldofresearchcode339999en_US
dc.titleRomantic expectations and harsh realities: tertiary access to the rescueen_US
dc.typeJournal articleen_US
dc.type.descriptionC1 - Peer Reviewed (HERDC)en_US
dc.type.codeC - Journal Articlesen_US
gro.facultyArts, Education & Law Group, School of Lawen_US
gro.date.issued2007
gro.hasfulltextNo Full Text


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    Contains articles published by Griffith authors in scholarly journals.

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