By M. Arnot

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This would, in all probability, reveal quite how complex the patterns of interactions have become, with particular effects on women’s lives, especially as mothers, both inside the family and in education, on their own behalf as well as on behalf of their children. There is already some interesting evidence largely from feminist case study examples of the impact of changes in women’s expectations and roles within the family on their educational as well as occupational lives (Edwards, 1991; Sperling, 1991; David, Edwards, Hughes and Ribbens, forthcoming).

BRADSHAW, J. and MILLAR, J. (1991) Lone Parents in the UK, London, HMSO. CHUBB, J. and MOE, T. (1990) Politics, Markets and America’s Schools, Washington, DC, Brookings Institution. , HARMAN, H. and HEWITT, P. (1990) The Family Way, London, IPPR. COWARD, R. (1992) Our Treacherous Hearts: Why Women Let Men Get Their Way, London, Faber and Faber. Cox, C. (1991) ‘Review of Chubb and Moe’, British Journal of the Sociology of Education, 12, 3, pp. 385-8. E. (1993) Parents, Gender and Education Reform, Oxford, Polity Press.

24 THEORIES OF FAMILY CHANGE, MOTHERHOOD AND EDUCATION Most of the work by social scientists concerned with understanding family change, such as Bradshaw and Millar (1991) have only documented the changes and their financial and social consequences rather than their educational implications. But some social scientists have developed a broader perspective on changes in family life. In particular, there has been documentation to the extent of, and type of changes with respect to, the gender and/or race or ethnicity of parents.

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