Abstract
This chapter explores the consequences of ideal worker norms for graduate student‐parents in higher education and student affairs programs. Using Schein's (2004) levels of culture as a conceptual lens, this chapter considers the ways that programmatic structures and interactions with faculty and peers reflect and reproduce a culture across graduate programs that privileges the norm of the always‐working and engaged student, thereby creating barriers to full participation for students with children.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have