Barriers to Educational Opportunities for Re-Entry Women in Private Universities.

Autor/inn/en	Benjamin, Esther; Levy, Judith A.
Institution	Northwestern Univ., Evanston, IL. Program on Women.
Titel	Barriers to Educational Opportunities for Re-Entry Women in Private Universities.
Quelle	(1979), (65 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Quantitative Daten; Administrator Attitudes; Adult Students; College Environment; College Students; Counseling Services; Educational Opportunities; Females; Higher Education; Married Students; Nontraditional Students; Private Colleges; Reentry Students; Stress Variables; Student Adjustment; Student College Relationship; Student Needs; Student Problems; Teacher Attitudes; Womens Education + Suchen Sie Ihr Suchwort? Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Hochschulumwelt; Collegestudent; Bildungsangebot; Bildungschance; Weibliches Geschlecht; Hochschulbildung; Hochschulsystem; Hochschulwesen; Ehe; Privathochschule; Zweiter Bildungsweg; Adjustment; Adaptation; Studienproblem; Lehrerverhalten; 'Women''s education'; Frauenbildung
Abstract	Experiences of 60 women over 30 years old who returned to college after being out of school at least four years were studied. Thirty graduates and 30 undergraduate students were interviewed. Institutional barriers women confront include inadequate student services, limitations on financial aid, and admission practices and screening procedures discriminating against older students or women. Student experiences about the following are discussed: faculty/staff attitudes to older re-entry women, nontraditional credits, scheduling and other academic reforms, academic counseling, and special services. Situational barriers include unfamiliarity with the system, financial need, time management and role strain, child care, rusty skills and inadequate preparation. Support of the women's reentry family and friends, commuting, health and fatigue, and problems of guilt and anxiety are considered. Policy recommendations, a list of interview questions, and statistical data concerning respondents are included. (SW)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC