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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Introduction,igate how sole parents negotiate the conditions of postgraduate education, I undertake a theoretical analysis of gender performativity and accountability drawing primarily on the works of Judith Butler (1990, 1993, 1997, 2004, 2005, 2009, 2013). Based on interviews with ten sole parents, this resear

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The Case Study,shapes the research, the questions I asked and how I asked them. My aims are ‘concerned with revealing and understanding problems, rather than finding 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

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,Judith Butler’s Gender Performativity and Recognition,ubject is constituted. In this chapter, these connections are substantiated through my theoretical analysis of interview data which examines performative acts by participants. More specifically, I consider stories participants told about bringing their children on campus. I explore the subsequent en

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Access and Attachment to Higher Education for Sole Parents,ir postgraduate studies. All of the participants shared concerns that their sole parenting commitments would be viewed negatively in the university context. Louise Morley (2013) argues, ‘[m]anaging identity, discrimination and other people’s negativity can be an additional affective workload which d