Titlebook: Mature-Age Male Students in Higher Education; Experiences, Motivat Madeleine Mattarozzi Laming,Aileen Morris,Pamela M Book 2019 The Author(

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Attitudes to Schools a potential or viable option. Antipathy to school and an unsatisfactory school experience are considered through the lenses of class, family culture, gendered expectations and masculine identities. The chapter ends with the voice of Cedric which supports the view that complexity is inherent in all constructions of men’s experience here.

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Studying and Learning. The chapter then looks at the challenges and concerns that the men report relating to learning and teaching; lack of time and money; lack of confidence and stress. Men’s views on their future and their pleasure and surprise at how much they are enjoying their studies brings the chapter to a close.

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Conclusions and Recommendationsfrom the study. These include fostering social networks and communication with and between mature-age students; teaching and learning approaches, curricula and resources; proactive support services and meaningful contact with academic staff.

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Familyof responses in relation to men’s age groups is also described. In the final section, an account is provided of the part played by family members, directly and indirectly, in prompting, encouraging and supporting their participation in higher education.

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Book 2019ivations of mature male students for enrolling in higher education and their aspirations for life after graduation, in doing so filling a crucial gap in the current literature. Later access to higher education carries numerous benefits, including improved social mobility: it is therefore paramount t

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Madeleine Mattarozzi Laming,Aileen Morris,Pamela MExamines the reasons and motivations held by mature-age male students as they enter higher education.Analyses why men tend to be underrepresented among mature students.Explores the intersections of so