رسالة جامعية
Mature Women Students and Their University Experience
| العنوان: | Mature Women Students and Their University Experience |
|---|---|
| المؤلفون: | Wright, Judith Suzanne |
| المساهمون: | Spooner, Marc, Lewis, Patrick, Mulholland, Val, Huber, Janice |
| بيانات النشر: | Faculty of Graduate Studies and Research, University of Regina |
| سنة النشر: | 2012 |
| المجموعة: | oURspace - The University of Regina's Institutional Repository |
| مصطلحات موضوعية: | Women college students--Saskatchewan, Adult college students--Saskatchewan, Undegraduates--Saskatchewan, Women in higher education--Saskatchewan |
| الوصف: | A Thesis Submitted to the Faculty of Graduate Studies and Research In Partial Fulfillment of the Requirements for the Degree of Master of Education in Educational Psychology, University of Regina. X, 158 l. ; This research study included 12 women - six who were in the process of obtaining their degree and six who had obtained their degree, for at least 10 years, from the same mid-sized Canadian university. All of the women were at least 30 years of age at the commencement of their program. This research study utilized qualitative interviews and examined the lived experiences of these 12 mature women for their experiences, barriers, and supports they encountered while obtaining their first undergraduate degree. The epistemological perspective, theoretical perspective, and methodology utilized were constructivism, feminism, and Charmaz’s constructivist grounded theory, respectively. The women identified both the barriers and the supports they experienced while in the process of obtaining their degrees. Some barriers they identified include multiple role strain, sexism, poverty, ineffective teaching methods, marginalization, health issues, circuitous paths to education, nonsupport for their specific needs, and programs that were not designed for the mature student along with uncertainty of how their programs might benefit them in the future. However, the women also identified male mentors as effective and supportive to their learning, which counters research examined that stated women learn more effectively from women mentors. The women also identified peers, family, and friend supports as important supports in their educational success. Other supports that were identified included receiving assistance for children, while the women attended to homework or classwork; assistance with more concrete chores (i.e., housework, groceries, editing papers); and supportive comments. Some of the women identified that a smaller campus environment supported them because they felt like they belonged and were a part of a family. ... |
| نوع الوثيقة: | thesis |
| وصف الملف: | application/pdf |
| اللغة: | English |
| العلاقة: | http://hdl.handle.net/10294/3632Test; TC-SRU-3632; http://ourspace.uregina.ca/bitstream/handle/10294/3632/Wright_Judith_184439722_MED_EPSY_Spring_2013.pdfTest |
| الإتاحة: | http://hdl.handle.net/10294/3632Test http://ourspace.uregina.ca/bitstream/handle/10294/3632/Wright_Judith_184439722_MED_EPSY_Spring_2013.pdfTest |
| رقم الانضمام: | edsbas.D2562E29 |
| قاعدة البيانات: | BASE |
| الوصف غير متاح. |