Many mother students wished more faculty understood their needs (Mahaffey et al., 2015). For many working mother students, their self-concept is tied to their success in balancing these roles (Lindsay & Gillum, 2018). In addition, single and divorced mothers often carry the role of sole wage-earner for the family and bear all of the responsibility for childcare (Forste & Jacobsen, 2013). Conceptions of "intensive mothering" in modern society define the successful mother as "patient, self-sacrificing, and devoted to caring for others," yet the time and energy required to maintain parenting responsibilities compete with the demands of role maintenance as an employee and student (Markle, 2015, p. Mothers return to school for several reasons, including better income and to be role models for their children (Estes, 2011 Forste & Jacobsen, 2013 Lindsay & Gillum, 2018). The proportion of graduate students who are mothers has continued to rise (Kuperberg, 2009). Moreover, more than a third of graduate students are parents (Yoo & Marshall, 2022) and women enroll in postbaccalaureate education at twice the rate of men (Harrington, 2013). Additional strategies from the literature that address these constructs are provided for instructors and instructional designers.Īpproximately 20% of college undergraduates are parents or guardians of children under 18, and 70% of these students are women (Cruse et al., 2020). More specifically, working mothers face significant distractions in their study environments, but the cognitive load can be reduced by making use of their prior knowledge, scaffolding instruction, and encouraging social presence. The findings suggest that understanding the experiences of distance learners as they study in the home are important for effective course design. This extreme sample revealed several strategies that these students used to be successful despite their challenges. A discourse analysis approach was utilized to analyze the data. To understand this experience, the researchers interviewed and observed six academically high-achieving working mother students as they participated in their distance education courses during the pandemic. There is a gap in the literature describing the experience of modern working mother students in distance education. Several instructional design models center the learner, and this requires understanding the learner needs, strengths, and context. Phone interviews are the enemy of the unpracticed applicant.Adult learners are a significant proportion of distance learners and many of these students are working mothers. They are completed en masse by a hiring manager that wants nothing more than to hang up the phone and eat a donut. The employer isn’t close to hiring you, they are close to throwing your application in the “no” pile and taking an unnecessary bathroom break. So you need to have the best phone interview possible, because unless you can wow the person on the phone, there is a good chance you are not getting a phone call for an in person interview later. Here are several ways to ensure your phone interview is fantastic. Take a lot of time to make sure you are ready for the call. Make sure no one is going to be around, that you are in a room that is completely quiet, organize any files you need ahead of time and make sure you have eaten and had coffee. You want to be ready, so that the moment they call you, you are at the top of your game. Figure out where to put your dog while you’re at it lest it bark during questions about your ability to plan things. Your voice gives away inaudible tips about what you are doing. If you are sitting and slouching in a chair, the interviewer is going to hear the change in your tone. If you stand, you project, which makes you sound more confident and intelligent. However, you also do not want to get distracted, which is why it is important you keep your gaze at something non-distracting. Some experts recommend a mirror so that you can “look at someone” during your interview, but anything that won’t cause distractions is useful.
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