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Mothers’ Accounts of Attending to Educational and Everyday Needs of Their Children at Home during COVID-19: The Case of the UAE

Author

Listed:
  • Fatma F. S. Said

    (Language Studies Department, College of Humanities and Social Sciences, Zayed University, P.O. Box 144534, Abu Dhabi, United Arab Emirates)

  • Nadine Jaafarawi

    (Language Studies Department, College of Humanities and Social Sciences, Zayed University, P.O. Box 144534, Abu Dhabi, United Arab Emirates)

  • Anna Dillon

    (College of Education, Zayed University, P.O. Box 144534, Abu Dhabi, United Arab Emirates)

Abstract

From March 2020 until July 2020, the UAE implemented mandatory distance learning due to COVID-19, which meant that children had to continue their learning remotely at home. Though schools concerted exemplary efforts to ensure that children received all that was necessary through advanced technology platforms and interfaces, the duty of ensuring that children continued to engage in successful learning fell solely on parents. This paper is based on a self-report study conducted during this first period of distance learning where parents were invited to anonymously complete a survey and then be interviewed. The paper relies on interviews as its main data source. Interview transcripts once transcribed were thematically analysed. One recurring theme in the data was gender differences in domestic and other duties as well as attending to the educational needs of children. Mothers, irrespective of cultural or educational background, disproportionately seemed to be the caretakers of the home and of children’s educational needs. Mothers spoke of their mental health concerns, pressures of time management, and negative effects on their own work. This paper makes an original contribution by exploring parental experiences of emergency remote learning and what these reflect about parental ethnotheories in the UAE.

Suggested Citation

  • Fatma F. S. Said & Nadine Jaafarawi & Anna Dillon, 2021. "Mothers’ Accounts of Attending to Educational and Everyday Needs of Their Children at Home during COVID-19: The Case of the UAE," Social Sciences, MDPI, vol. 10(4), pages 1-12, April.
    • Handle: RePEc:gam:jscscx:v:10:y:2021:i:4:p:141-:d:536769
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    References listed on IDEAS

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    1. Batsheva Guy & Brittany Arthur, 2020. "Academic motherhood during COVID‐19: Navigating our dual roles as educators and mothers," Gender, Work and Organization, Wiley Blackwell, vol. 27(5), pages 887-899, September.
    2. David A. Matsa & Amalia R. Miller, 2014. "Workforce Reductions at Women-Owned Businesses in the United States," ILR Review, Cornell University, ILR School, vol. 67(2), pages 422-452, April.
    3. Sharmistha Self & Richard Grabowski, 2011. "Is there gender bias in participation in early childhood education programs in developing countries? Role of mother's education," Journal of International Development, John Wiley & Sons, Ltd., vol. 23(7), pages 909-925, October.
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    Cited by:

    1. M. Rezaul Islam, 2023. "Child health status in the United Arab Emirates: an in-depth exploration of current issues and challenges," Journal of Community Positive Practices, Catalactica NGO, issue 1, pages 36-49.

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