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Two Mothers, One Grandmother: Intergenerational Ambivalence In Heterosexual Mother‑Lbq Daughter Relationships, Emily Kazyak, Rosalind D. Kichler, Jess Morrow, Eliza Thor
Two Mothers, One Grandmother: Intergenerational Ambivalence In Heterosexual Mother‑Lbq Daughter Relationships, Emily Kazyak, Rosalind D. Kichler, Jess Morrow, Eliza Thor
Department of Sociology: Faculty Publications
Using the theoretical framing of structural ambivalence, which points to how competing cultural norms can cause conflict in family relationships, this paper asks: how does the transition to parenthood affect the intergenerational family relationship between LBQ adult women and their heterosexual mothers? Analyzing qualitative data from interviews with three adult child-parent dyads, we discuss how two cultural norms manifest in these relationships: pronatalism, or the privileging of procreation and heteronormativity, or the privileging of heterosexuality. In some ways, the intergenerational family relationship is strengthened as both LGB daughters and their heterosexual mothers express that the grandchild resulted in their becoming …
Understanding Perceptions Of Quality Among Early Childhood Education Stakeholders In Tanzania And Lesotho: A Multiple Qualitative Case Study, Dawn Davis, Debra Miller, Dorothy Mrema, Moikabi Matsoai, Ntsoaki Mapetla, Abbie Raikes, Anna Burton
Understanding Perceptions Of Quality Among Early Childhood Education Stakeholders In Tanzania And Lesotho: A Multiple Qualitative Case Study, Dawn Davis, Debra Miller, Dorothy Mrema, Moikabi Matsoai, Ntsoaki Mapetla, Abbie Raikes, Anna Burton
Department of Child, Youth, and Family Studies: Faculty Publications
Recent global efforts around early childhood education (ECE) have led to increased investments and access, especially in low- and middle-income countries (UNESCO, 2019). As access grows, focus has shifted from enrollment to quality (Gove, 2017). This paper explores how ECE stakeholders in Tanzania and Lesotho define ECE quality. Findings show that stakeholders define quality in similar ways, highlighting the importance of trained teachers who implement specific teaching practices, strong partnerships with families and the community, critical infrastructure, and government support. However, review of the country contexts found that current conditions and support for these quality indicators were lacking.