Barriers and Challenges of Female Adult Students Enrolled in Higher Education: A Literature Review

Autor/in	Lin, Xi
Titel	Barriers and Challenges of Female Adult Students Enrolled in Higher Education: A Literature Review
Quelle	In: Higher Education Studies, 6 (2016) 2, S.119-126 (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1925-4741
Schlagwörter	Barriers; Females; Adult Students; Higher Education; College Students; Reentry Students; Nontraditional Students; Role Conflict; Self Esteem; Family Involvement; Social Support Groups; Anxiety; Academic Ability; Aging (Individuals); Family School Relationship; Stress Variables; Literature Reviews + Suchen Sie Ihr Suchwort? Weibliches Geschlecht; Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Hochschulbildung; Hochschulsystem; Hochschulwesen; Collegestudent; Zweiter Bildungsweg; Rollenkonflikt; Self-esteem; Selbstaufmerksamkeit; Social support; Soziale Unterstützung; Angst; Aging; Altern
Abstract	The present study is a review of the literature concerning the barriers and challenges of female adult students enrolled in colleges and universities in the United States. Findings indicated that the commitments of multiple roles, lower level of self-confidence, and insufficient family and social support were the most significant variables related to the barriers and challenges of this population. Suggestions and implications of assisting this student group are discussed. The purpose of the current study is to raise people's awareness and to understand the difficulties female adult students endure. It is also expected that family, peers, schools, and communities will offer more help to this special student group. (As Provided).
Anmerkungen	Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, OH M3J 3H7, Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: hes@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/hes
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01