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journal contribution
posted on 2022-01-14, 13:46 authored by Kate AttfieldThe further and higher educational experiences and consequent employability of women with the under-researched Triple X syndrome are arguably unknown. This research study examines their special educational needs (where relevant), and their negotiation of conventional educative systems, throughout the stages of post-compulsory education and into the world of work. The prevalent individualist societal focus means that education bodies promote their qualification offers for students to gain individual employability currency, in order to secure their own futures. Ten women with Triple X were asked to reflect on their post-compulsory education experiences, considering their varying developmental and cultural barriers to access, and their employability skill set against the background of the likelihood of their transferring this to a position of graduate employment. Findings illustrate the significance of socio-economic background and support network, as well as varying individual cognitive capacity and also health status in participants being able to varying degrees, to secure a sense of stability and contentment: yet no woman secured graduate employment. By way of a further conclusion this research discloses the systemic lack of awareness of the existence of Triple X on the part of educational bodies and employers, a problem which further research is needed to address.
History
Published in
Journal of Education and WorkPublisher
RoutledgeAcceptance Date
2020-12-11Publication Date
2021-01-25Version
- VoR (Version of Record)
Citation
Attfield, K. (2021) 'Triple X superwomen: their post-compulsory education and employability', Journal of Education and Work, pp.1-14. https://doi.org/10.1080/13639080.2021.1875126Print ISSN
1363-9080Electronic ISSN
1469-9435Cardiff Met Affiliation
- Cardiff School of Education and Social Policy
Cardiff Met Authors
Kate AttfieldCopyright Holder
- © The Authors
Language
- en