ABSTRACT
Women with unpaid caring responsibilities frequently wrestle with challenges when making decisions about higher education study, asking “Why can’t I figure this out?” Statistics have persistently demonstrated that women undertake the majority of unpaid care work, however, unpaid carers are an underrepresented cohort in research, in higher education policy, and in widening participation initiatives. Higher education (HE) is an avenue for establishing a vocational identity, for career development and fulfilling life goals, yet female carers frequently encounter barriers and challenges when making decisions about higher education study. With little research available to equip HE institutions and career counselors to respond, Margaret Archer’s Theory of Reflexivity and “DDD scheme,” Discernment, Deliberation, Dedication was used to investigate the social problem of how care responsibilities shape women’s higher education decision-making processes. This study examined the reflexive deliberation processes of unpaid carers through interviews with 15 Australian women who were considering HE enrollment. Each participant engaged in three in-depth semi-structured interviews incorporating a range of qualitative tools over a 6-month period, resulting in a total of 45 interviews. Thematic analysis made visible the array of mental activities involved in the reflexive HE decision making processes undertaken by carers, revealing the often hidden personal, cultural and structural conditions that shape educational trajectories. This study offers insights for academic researchers, career counselors, policymakers and HE professional worldwide who seek to support carers’ decision-making processes, ultimately advancing widening participation agendas.