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.

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