Looking forward to going back? The experience of career decision-making for first-time mothers and the implications for coaches

Article


Noon, H. and Van Nieuwerburgh, C. 2020. Looking forward to going back? The experience of career decision-making for first-time mothers and the implications for coaches. International Journal of Evidence Based Coaching and Mentoring. 18 (1), pp. 88-102. https://doi.org/10.24384/hqe5-4803
AuthorsNoon, H. and Van Nieuwerburgh, C.
Abstract

The career penalty for professional women who become mothers is well known, while research scrutiny of career decision-making itself appears to have been largely overlooked. This study explores the experience of six London-based professional women, using Interpretative Phenomenological Analysis (IPA) techniques to develop insights into the high-commitment behaviours which underpin female professional career identity; the effects of group norms, cultural messages and employer practices on women’s decision-making; and, the solitary experience of establishing new narratives as a professional mother. It develops insights and implications for organisations and the coaching profession, to better support new mothers with their career decisions.

JournalInternational Journal of Evidence Based Coaching and Mentoring
Journal citation18 (1), pp. 88-102
ISSN1741-8305
Year2020
PublisherOxford Brookes University
Publisher's version
License
File Access Level
Anyone
Digital Object Identifier (DOI)https://doi.org/10.24384/hqe5-4803
Web address (URL)https://doi.org/10.24384/hqe5-4803
Publication dates
Online31 Jan 2020
Publication process dates
Accepted10 Dec 2019
Deposited12 Feb 2020
Copyright holder© 2020 The Authors
Permalink -

https://repository.uel.ac.uk/item/87q62

Download files


Publisher's version
18_1_8.pdf
License: CC BY-NC-ND 4.0
File access level: Anyone

  • 495
    total views
  • 379
    total downloads
  • 3
    views this month
  • 1
    downloads this month

Export as

Related outputs

Experience of positive psychology coaching while working from home during the COVID-19 pandemic: an Interpretative Phenomenological Analysis
Van Nieuwerburgh, C., Barr, M., Fouracres, A. J. S., Moin, T., Brown, C., Holden, C., Lucey, C. and Thomas, P. 2021. Experience of positive psychology coaching while working from home during the COVID-19 pandemic: an Interpretative Phenomenological Analysis. Coaching: An International Journal of Theory, Research and Practice. 15 (2), pp. 148-165. https://doi.org/10.1080/17521882.2021.1897637
The experience of positive psychology coaching following unconscious bias training: An Interpretative Phenomenological Analysis
Tia Moin, F. K. and Van Nieuwerburgh, C. 2021. The experience of positive psychology coaching following unconscious bias training: An Interpretative Phenomenological Analysis. International Journal of Evidence Based Coaching and Mentoring. 19 (1), pp. 74-89. https://doi.org/10.24384/n4hw-vz57
‘More willing to carry on in the face of adversity’: how beginner teachers facing challenging circumstances experience positive psychology coaching. An interpretative phenomenological analysis
Lucey, C. and Van Nieuwerburgh, C. 2020. ‘More willing to carry on in the face of adversity’: how beginner teachers facing challenging circumstances experience positive psychology coaching. An interpretative phenomenological analysis. Coaching: An International Journal of Theory, Research and Practice. 14 (1), pp. 62-77. https://doi.org/10.1080/17521882.2020.1753791
Creating coaching cultures in schools
Munro, C., Barr, M and Van Nieuwerburgh, C. 2020. Creating coaching cultures in schools. in: Jackson, E. and Berkeley, A. (ed.) Sustaining Depth and Meaning in School Leadership: Keeping Your Head Routledge.
Experiences of aspiring school principals receiving coaching as part of a leadership development programme
Van Nieuwerburgh, C., Barr, M., Munro, C., Noon, H. and Arifin, D. 2020. Experiences of aspiring school principals receiving coaching as part of a leadership development programme. International Journal of Mentoring and Coaching in Education. 9 (3), pp. 291-306. https://doi.org/10.1108/IJMCE-11-2019-0107
The lived experience of self-identifying character strengths through coaching: An interpretative phenomenological analysis
Fouracres, A. J. S. and Van Nieuwerburgh, C. 2020. The lived experience of self-identifying character strengths through coaching: An interpretative phenomenological analysis. International Journal of Evidence Based Coaching and Mentoring. 18 (1), pp. 43-56. https://doi.org/10.24384/e0jp-9m61
Workplace Coaching
Passmore, J., Van Nieuwerburgh, C. and Barr, M. 2019. Workplace Coaching. Oxford Bibliographies: Management. https://doi.org/10.1093/obo/9780199846740-0164
The experiences of educational coaches prior to their first placement: An interpretative phenomenological analysis
Tee, D., Barr, M. and Van Nieuwerburgh, C. 2019. The experiences of educational coaches prior to their first placement: An interpretative phenomenological analysis. International Journal of Evidence Based Coaching and Mentoring. 17 (2), pp. 52-63. https://doi.org/10.24384/ssyk-hx16
A role for coaching to support leadership development? The experiences of female Arab leaders: An interpretative phenomenological analysis
Mattar, M., Van Nieuwerburgh, C., Barr, M. and Jacob, Y. 2018. A role for coaching to support leadership development? The experiences of female Arab leaders: An interpretative phenomenological analysis. International Coaching Psychology Review. 13 (2), pp. 78-87.
Coaching in Education
Van Nieuwerburgh, C. and Barr, M. 2016. Coaching in Education. in: Bachkirova, T., Spence, G. and Drake, D. (ed.) The SAGE Handbook of Coaching SAGE Publications.
Understanding the experiences of positive life changes during postgraduate study on a Masters in Applied Positive Psychology programme: An Interpretative Phenomenological Analysis
Van Nieuwerburgh, C. and Lech, Agnieszka 2015. Understanding the experiences of positive life changes during postgraduate study on a Masters in Applied Positive Psychology programme: An Interpretative Phenomenological Analysis. International Journal of Wellbeing. 5 (3), pp. 72-84.
Teachers’ experiences of an introductory coaching training workshop in Scotland: An interpretative phenomenological analysis
Barr, M. and Van Nieuwerburgh, C. 2015. Teachers’ experiences of an introductory coaching training workshop in Scotland: An interpretative phenomenological analysis. International Coaching Psychology Review. 10 (2), p. 190–204.
The development of peer coaching skills in primary school children in years 5 and 6
Briggs, Mary and Van Nieuwerburgh, C. 2010. The development of peer coaching skills in primary school children in years 5 and 6. Procedia - Social and Behavioral Sciences. 9, pp. 1415-1422.