Abstract
This phenomenological study explored six single mothers’ experiences of support at their young children’s school. Themes resulting from interpretative phenomenological analysis suggest the single mothers experienced tangible (e.g., school resources, school-wide events, structural flexibility, teachers’ formal communication) and intangible (e.g., caring relationships with school faculty and staff, experiencing teachers as parenting partners, perceiving acceptance from the school environment) forms of support from their children’s school. Furthermore, results suggest these single mothers experienced intangible supports more prominently than tangible forms of support. The support needs of these single mothers at their young children’s school were also explored including the mothers’ desire for stronger relationships with other parents and families at the school.
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West, E.M., Miller, L.G. & Moate, R.M. Single Mothers’ Experiences of Support at Their Young Children’s School: An Interpretative Phenomenological Approach. Early Childhood Educ J 45, 379–391 (2017). https://doi.org/10.1007/s10643-016-0802-1
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DOI: https://doi.org/10.1007/s10643-016-0802-1