Learning the Hard Way

Abstract

This article reports on a survey examining relationships between stress, role strain, perceived role demands, and perceived support in 443 women who carried family and job responsibilities while studying in 17 Canadian social work, nursing, or adult education programs. Findings indicate that women students with higher perceived role demands had more stress and role strain, while those participating in distance education had less. Women students with lower incomes indicated they had more stress, while those with stronger support from family and friends had less. The author suggests that, because some tangible supports might increase stress and role strain, educators should evaluate existing provisions carefully, while continuing to promote greater awareness of and responsiveness to these students’ unique needs.

Additional information

Notes on contributors

Alice M. Home

This study was supported by a strategic grant from the Social Sciences and Humanities Research Council of Canada awarded to Alice Home and Cora Hinds. The Canadian Association of Schools of Social Work and the Canadian Association of University Schools of Nursing were partners in this research. The author wishes to acknowledge lkuko Webster for invaluable statistical assistance, and Brigitte Malenfant for help in instrument development and data collection.