Titlebook: Sole Parent Students and Higher Education; Gender, Policy and W Genine A. Hook Book 2016 The Editor(s) (if applicable) and The Author(s) 20

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Conclusion,demy. I asked these questions to excavate participant practices and perceptions of their solo parenting work particularly in response to their engagement with higher education. I also wanted to find out some of the ways participants mediated and enabled their continuing engagement with postgraduate

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Introduction,ity drawing primarily on the works of Judith Butler (1990, 1993, 1997, 2004, 2005, 2009, 2013). Based on interviews with ten sole parents, this research is a collective case study which is attentive to how gender is performed through particular constructions of gendered parenting by sole parents in postgraduate education, given that:

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The Case Study, solutions to them’ (Armstrong, 2003, p. 40). The aim of this research is not to embark on a study that will make general empirical claims about sole parents. Rather, this research is a theoretical analysis of the performativity of gender and how gendered constructs are experienced by sole parents in the context of postgraduate education.

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Book 2016 of female parental care-work are analysed as both constraining and enabling sole parent participation in higher education. Social welfare policies and the policies of university institutions are also considered as central to the experiences of sole parents who study at universities. This book explo

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Book 2016ed and diverse students. Equitable access to higher education is important as a potentially transformative personal and social good and this book contributes new thinking to understanding why a university education remains elusive for many students..

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Epistemological Foundations,ted and incomplete and acknowledges the social character through which narrative accounts are told. In this epistemology section, I want to give an account of myself, as a sole parent postgraduate, as opposed to telling my story.