Exploring Efficacy in Negotiating Support: Women Re-Entry Students in Higher Education

Autor/in	Filipponi-Berardinelli, Josephine Oriana
Titel	Exploring Efficacy in Negotiating Support: Women Re-Entry Students in Higher Education
Quelle	In: College Quarterly, 16 (2013) 2, (21 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1195-4353
Schlagwörter	Females; Reentry Students; Stress Variables; College Students; Higher Education; Social Support Groups; Qualitative Research; Barriers; Reflection; Educational Attainment; Community Colleges; Foreign Countries; Interviews; Fear; Security (Psychology); Role; Child Rearing; Nontraditional Students; Sex Role; Housework; Self Concept; Individual Development; Canada + Suchen Sie Ihr Suchwort? Weibliches Geschlecht; Zweiter Bildungsweg; Collegestudent; Hochschulbildung; Hochschulsystem; Hochschulwesen; Social support; Soziale Unterstützung; Qualitative Forschung; Bildungsabschluss; Bildungsgut; Community college; Community College; Ausland; Interviewing; Interviewtechnik; Furcht; Security; Psychology; Sicherheit; Rollen; Kindererziehung; Geschlechterrolle; Hausarbeit; Selbstkonzept; Individuelle Entwicklung; Kanada
Abstract	The existing literature on women re-entry students reveals that women students concurrently struggle with family, work, and sometimes health issues. Women students often do not receive adequate support from their partners or from other sources in helping manage the multiple roles that compete for their time, and often face constraints that affect their choice to return to school (Jackson, Malcolm, & Thomas, 2011). The aim of this study was to identify and understand how women re-entry students learned to negotiate support strategies and resources that they could utilize to offset potential stressors in their daily lives and facilitate program completion. A basic qualitative design using an interpretive approach was used to examine the observations and experiences of women re-entry students as they continued to juggle multiple roles while being a student. The findings of the study revealed four emergent themes: (1) factors that motivated women students to negotiate support; (2) perceived barriers to acquiring support or resources; (3) the influence of self-reflection on how support is negotiated; and (4) external systems utilized for support. This research revealed additional strategies women students resorted to not yet identified in the literature including resorting to unconventional measures to complete course work. (As Provided).
Anmerkungen	Seneca College of Applied Arts and Technology. 1750 Finch Avenue East, Toronto, Ontario M2J 2X5, Canada. Tel: 416-491-5050; Fax: 905-479-4561; Web site: http://www.collegequarterly.ca
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10