Exploring the Personal and Professional Realities of Parenthood and Graduate Studies
Bibliographic record
Abstract
This qualitative study using narrative inquiry as methodology explores the ways in which five parents experienced the phenomenon of graduate studies within the context of parenthood. The study uses Connelly and Clandinin’s (2006) three-dimensional narrative inquiry space to examine, deconstruct, analyze, and gain insight into dominant themes. The research question for exploration is How do graduate student parents navigate lived experiences in both parenthood and graduate studies? The inquiry broadens the field by focusing on the stories of participants as they reflect on their struggles balancing graduate work with parenthood, recognizing that although the experiences of parents are not identical, they share similar elements. Keywords: graduate studies, parenthood, academia, narrative, recommendations Cette étude qualitative utilise l'enquête narrative comme méthodologie et explore les façons dont cinq parents ont vécu le phénomène des études supérieures dans le contexte de la parentalité. L'étude utilise l'espace tridimensionnel d'enquête narrative de Connelly et Clandinin (2006) pour examiner, déconstruire, analyser et comprendre les thèmes dominants. La question de recherche à explorer est la suivante : comment les parents aux études supérieures composent-ils à la fois avec leurs expériences de parents et d’étudiants ? L'enquête élargit le champ d'investigation en se concentrant sur les récits des participants qui réfléchissent à leurs difficultés à concilier études supérieures et parentalité, en reconnaissant que si les expériences des parents ne sont pas identiques, elles partagent des éléments similaires. Mots clés : études supérieures, parentalité, milieu universitaire, récit, recommandations
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.003 | 0.005 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.002 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.002 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".