Faculty of Arts and Design

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Assessing community attitudes towards home-based male caregivers for daycare children
(Indonesian Journal of Early Childhood Education Studies, 2023-11-30) Adedokun, Elizabeth Temilade; Adedokun, Theophilus
This study explored community attitudes toward home-based male caregivers for daycare children in Ogbomoso, Nigeria. The aim was to understand perspectives on using male caregivers for daycare children. The study interviewed 32 parents and prospective parents in Ogbomoso, Nigeria, about their attitudes toward male caregivers for daycare children. During the interviews, respondents were asked about their willingness to use male caregivers, the reasons behind their decision, the expected impacts on children, and the need for societal change. The study occurred between February and July 2022 in Ogbomoso South and North Local Government areas. Respondents include married men and women aged 30-50, with equal numbers of males and females represented in the 32 interviewees. A qualitative approach was used alongside an accidental sampling technique. An inductive thematic analysis elicited key themes shaping attitudes and norms. A prevalent theme was associating caregiving with inherent female capabilities and maternal duties - many felt women naturally provide superior nurturing and care while men lack these innate aptitudes. Alongside this was a strong distrust of males with children, stemming from abuse and misconduct fears. However, some felt gender is irrelevant, professing egalitarian ideals. However, pursuing equality conflicted with lingering skepticism about men's care motivations. It is apparent that parents lack a framework for choosing caregivers yetchoose for their children. Such a framework could help bridge the gender inequality gap in caregiving.
Avoidance of complex grammar by senior high school L2 english students : motivations and cognition
(2024-03-12) Adedokun, Elizabeth Temilade; Adedokun, Theophilus Adedayo
This study investigates the motivations and thought processes behind grammar avoidance in senior high school second language (L2) English learners during grammar learning. Twelve suburban public school intermediate proficiency L2 English learners were selected. Data was collected through qualitative semi-structured interviews and thematically analyzed. Using Bourdieu's sociological theory, the following themes emerged from the data analysis: (i) Strategic Simplification: Navigating Linguistic Capital and Habitus for Effective Communication, (ii) Strategic Avoidance: Navigating Complex Sociolinguistic Forces to Optimize Communication, (iii) Managing Perceived Communication Risk, and (iv) Strategic Avoidance as Temporary Adaptation: Ambivalent Linguistic Simplification. Cognitively, limited working memory hindered processing and producing complex syntax, while avoidance helped manage high cognitive load. Insufficient explicit grammatical knowledge also prevented consolidating new structures. Avoidance allowed time to acquire the declarative knowledge needed. The findings suggest grammar avoidance balances complexity and accuracy, motivated by affective and cognitive constraints. Implications include building confidence, knowledge, and skills to enable early practice with complex constructions rather than prolonged avoidance. The study recommends that further research is required to determine optimal thresholds for avoidance and levels of optimal challenge for introducing complex grammar.