Sources of Support for Women Taking Professional Programs by Distance Education

Women with multiple roles face many challenges when taking distance education courses in professional programs to achieve credentials or maintain competence. Among these challenges is finding the supports necessary for success as a distance student. As part of a larger study on advantages and stress...

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Bibliographic Details
Published in:Journal of distance education 2005-04, Vol.20 (1), p.21
Main Authors: C E (Betty) Cragg, Mary-Anne Andrusyszyn, Fraser, Joy
Format: Article
Language:English
Subjects:
Adult Basic Education
Adult Students
Delivery Systems
Distance Education
Distance learning
Education
Educational Opportunities
Employed Women
Family Role
Female employees
Females
Interviews
Lifelong Learning
Mail Surveys
Professional Continuing Education
Professional Education
Professions
Social capital
Social Support Groups
Stress Management
Stress Variables
Student Attitudes
Studies
Womens Education
Womens Studies
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Summary:Women with multiple roles face many challenges when taking distance education courses in professional programs to achieve credentials or maintain competence. Among these challenges is finding the supports necessary for success as a distance student. As part of a larger study on advantages and stressors identified by such women in distance education professional programs, supports from family, educational institutions (especially teaching staff), and employers emerged as important factors for women successfully adding the role of student to their busy lives. Twenty-five women in nursing, health studies, and accounting programs were interviewed, and 573 women in accounting, health studies, nursing, business administration, and education programs completed an online survey. Respondents identified challenges they faced and supports they considered important and received. Respondents managed a mean of six roles in addition to being students. Most worked full time and had partners and children. In the educational institution, support from the instructor or tutor was seen as most important. In the family, spousal supports followed by support from children were essential. Other family members, employers, fellow students, and institutional administrators also played a part in students' success. [PUBLICATION ABSTRACT]
ISSN:0830-0445