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Introduction. The issue of studying the educational practices that women use to maintain their social, political and economic positions during changes in their usual living conditions due to caring for small children is updated by the need to develop effective programs to support motherhood – a priority task in the unfavorable demographic situation of recent years. The study aims to characterize and create a typology of educational activities used by Russian mothers as ‘non-maternal’ practices and to identify problematic aspects implementing these. Materials and methods. Methodologically, the study is based on the gender social construction theory and the concept of ‘non-maternal’ practices of mothers. Women's statements in thematic online communities were analyzed (22 communities, 248 statements); in-depth interviews (N=20), survey (N=471) and interview with an expert on advanced training programs for mothers in Sverdlovsk Oblast (Russian Federation) were conducted. Research results. 62% of statements and 36% of questionnaires contain references to learning experience. 58% of participants see education as a way to develop their potential and capabilities, 71% of statements contain information about entrepreneurial and work initiatives implemented as a result of training. 37% of informants do not know of any educational programs to support mothers. The typology includes the following criteria: motives (investment, leisure, existential, instrumental); field of activity (beauty; cooking, making clothes; interior design; photography; web design, IT; psychology, coaching; business education; driving; foreign languages; pedagogy; music); financial accessibility (paid, free); implementation (formal, informal). Conclusion. Personality problems and obstacles such as inconsistency in the maternity support system at the political and program levels are highlighted. Recommendations for optimizing systems for supporting mothers’ education are as follows: taking into account the contents of practices when forming a portfolio of state support programs, developing informal education resources, modernizing the infrastructure of educational sites, taking into account the needs of women with incomplete education; mentoring; reforming communication channels; working with public opinion in the field of maternal education.
Simonova et al. (Fri,) studied this question.