Bailey, Nicola; (2019) What is the legacy for the women who accessed support from the full service extended school initiative? Doctoral thesis (Ph.D), UCL (University College London).

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Abstract

This case study set out to explore the legacy of the Full Service Extended School (FSES) which was introduced by the government in 2003 and was anticipated to address the attainment gap for pupils and help regenerate communities in disadvantaged areas. Based on a single FSES site in the Greater London area, the study set out to analyse its impact on women users’ social and cultural capital, personal identity and changes within their relationships. Viewed through the feminist lens of public and private space, the women’s experiences and opinions are understood within the context of their surrounding social structures. Quantitative and qualitative data were collected using a sequential approach, beginning in 2011 with a self-completed questionnaire which provided a quantitative profile of 175 users to understand who engaged with the services. This was followed with two semi-structured interviews with a sub-sample of the main cohort involving 19 women in 2011, and 13 of the same women in 2014. Findings show, that the main motivation for accessing services was for the women’s own benefit, rather than the government’s expectation of helping their children, although their child’s associated link to the location of the support was a critical factor in their engagement. The women described how an increase in their confidence and skill base widened their social and cultural capital with associated changes in their identities, which in turn has significant consequences for their relationships, especially with their children. The FSES also had positive benefits to parenting, family / community relations and economic well-being. The research identifies the location of the FSES support as a hybrid of public and private space; a place for a safe and trusted transition for women to prepare themselves for fuller engagement in the public sphere. Finally, the research raises questions about whether the absence of such space excludes a vein of society and creates the potential for an underclass1 to develop from the identified social and academic divide which spawned the FSES concept initially.

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