Time, Money, Leisure and Guilt--The Gendered Challenges of Higher Education for Mature-Age Students

Autor/inn/en	Stone, Cathy; O'Shea, Sarah
Titel	Time, Money, Leisure and Guilt--The Gendered Challenges of Higher Education for Mature-Age Students
Quelle	In: Australian Journal of Adult Learning, 53 (2013) 1, S.90-110 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1443-1394
Schlagwörter	Anxiety; Foreign Countries; Family Work Relationship; Qualitative Research; Time Management; Interviews; College Admission; Student Responsibility; Adult Students; Gender Issues; Higher Education; Sex Role; Money Management; Budgeting; Australia + Suchen Sie Ihr Suchwort? Angst; Ausland; Qualitative Forschung; Zeitmanagement; Interviewing; Interviewtechnik; Hochschulzugang; Hochschulzulassung; Zulassung; Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Geschlechterfrage; Hochschulbildung; Hochschulsystem; Hochschulwesen; Geschlechterrolle; Australien
Abstract	Two qualitative research projects examined the impact of university study on two cohorts of mature-age students at a regional university in Australia. All the students interviewed had entered university via non-traditional pathways and had faced significant hurdles in gaining university entrance and continuing with their studies. The influence of gender on their experiences of managing home, family and work responsibilities in combination with their responsibilities as students is examined. Issues such as lack of time and money, self-sacrifice and guilt emerged strongly from the stories of these students as they struggled to manage their multiple responsibilities. The gendered nature of these struggles is explored. (Contains 2 tables.) (As Provided).
Anmerkungen	Adult Learning Australia. Level 1, 32 Northbourne Avenue, Canberra, ACT 2603, Australia. Tel: +61-02-6274-9515; Fax: +61-02-6274-9513; Web site: http://www.ala.asn.au
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10