Choosing to compromise: women studying childcare

Abstract

Reporting on a study of mature women training to work in childcare, this article demonstrates how some women choose to be part-time mothers, workers and students, wanting ‘the best of both worlds’. It presents a theory of integrated lives that contrasts with customary deficit models and shows how a series of reciprocal links bind the women's different roles together, introducing an adaptation of Coser's theory of greedy institutions to demonstrate how this is an inherently stable position. Whilst the theory can stand alone, it is usefully recast as a localised example of a capability set as it frames the co-realisable choices open to the women. Making further links with Amartya Sen's capability approach, it is suggested that we should encourage governmental interventions that enable individual choice and support those women who want to integrate their lives alongside those who seek parity in the public sphere.

Keywords:

• sociology
• identities
• women
• education
• capability approach
• greedy institutions

Notes

The term childcare is used for simplicity and brevity in preference to early years education or ECEC (Early Childhood Education and Care) and should not be construed as neglectful of the integral inclusion of both education and care.