Partners in learning?: A qualitative study of the intimate relationships of partnered mature students in post-secondary education
DOI:
https://doi.org/10.18741/jpcoe36Keywords:
Mature students, Post-secondary education, Intimate relationships, Academic success, Educational administrationAbstract
Mature students in post-secondary education face unique challenges negotiating both academic and familial responsibilities beyond those of their traditional-aged peers. The current study examined the bidirectional influences between intimate relationships and post-secondary study. Twenty-eight semi-structured interviews were conducted with heterosexual, cisgender, partnered, mature students attending various universities in southern Ontario, Canada. Through a thematic analysis, the research indicated that school had a number of negative impacts on mature students’ relationships; however, there were also some positive impacts. Intimate relationships were also described to have an impact on academic success. Mature students with supportive partners described being able to focus on school and perform better, while students with less supportive partners described difficulties allotting the amount of time to school that was required. Recommendations are made for post-secondary educational institutions to acknowledge the unique challenges faced by partnered mature learners and offer targeted support services.References
Amaral, A. & Magalhães, A. (2009). Between institutional competition and the search for equality of opportunities: Access of mature students. Higher Education Policy, 22, 505-521.
Author. (2015).
Baxter, A. & Britton, C. (2001). Risk, identity and change: Becoming a mature student. International Studies of Sociology of Education, 11(1), 87-104.
Bodenmann, G., Ledermann, T., & Bradbury, T. (2007). Stress, sex, and satisfaction in marriage. Personal Relationships, 14, 551-569.
Brannock, R., Litten, M. J., & Smith, J. (2000). The impact of doctoral study on marital satisfaction. Journal of College Counseling, 3(2), 123-130.
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3, 77-101. doi: 10.1191/1478088706qp063oa
Cramer, D. (2004). Emotional support, conflict, depression, and relationship satisfaction in a romantic partner. The Journal of Psychology, 138(6), 532-542. doi: 10.3200/JRLP.138.6.532-542
Crawford, D. W., Houts, R. M., Huston, T. L., & George, L. J. (2002). Compatibility, leisure, and satisfaction in marital relationships. Journal of Marriage and Family, 64, 433-449.
Diener, E., & Seligman, M. E. P. (2002). Beyond money: Toward an economy of well-being. Psychological Science in the Public Interest, 5(1), 1-31.
Duxbury, L., Lyons, S., & Higgins, C. (2008). Too much to do, and not enough time: An examination of role overload. In K. Korabik, D. S. Lero & D. L. Whitehead (Eds.), Handbook of Work-Family Integration: Research, Theory, and Best Practices (pp. 125-140). San Diego, CA: Elsevier.
Fernald, D. H., & Duclos, C. W. (2005). Enhance your team-based qualitative research. Annals of Family Medicine, 3(4), 360-364.
Field, J. & Morgan-Klein, N. (2013). Reappraising the importance of class in higher education entry and persistence. Study of the Education of Adults, 45(2), 162-76.
Fuenfhausen, K. K., & Cashwell, C. S. (2013). Attachment, stress, dyadic coping, and marital satisfaction of counseling graduate students. The Family Journal: Counseling and Therapy for Couples and Families, 21(4), 364-370. doi: 10.1177/1066480713488523
Galvin, C. R. (2006). Research on divorce among postsecondary students: Surprisingly missing. The Family Journal, 14(4), 420-423. doi: 10.1177/1066480706291041
Giancola, J. K., Grawitch, M. J., & Borchert, D. (2009). Dealing with the stress of college: A model for adult students. Adult Education Quarterly, 59(3), 246-263. doi: 10.1177/0741713609331479
Gilbert, M. (1982). The impact of graduate school on the family: A systems view. Journal of College Student Personnel, 23, 128-135.
Gold, J. M. (2006). Exploring marital satisfaction among graduate students: Implications for service delivery. The Family Journal, 14(4), 417-419. doi: 10.1177/1066480706290979
Goode, W. (1960). A theory of role strain. American Sociological Review, 25, 483-496.
Gouthro, P. (2002). What counts?: Examining academic values and women’s life experiences from a critical feminist perspective. Canadian Journal for the Study of Adult Education, 16(1), 1-19.
Hook, G. A. (2015). Recognition and accountability: Sole parent postgraduates in university conditions. Gender & Education, 27(2), 114-130. doi: 10.1080/09540253.2014.992301
Houle, C. O. (1996). The design of education (rev. ed.). San Francisco, CA: Jossey Bass.
Hoult, E. (2006). Learning support: A guide for mature students. New York, NY: Sage.
Huston-Hoburg, L., & Strange, C. C. (1986). Spouse support among male and female returning adult students. Journal of College Student Personnel, 27(5), 388-393.
Irvine, A. (2011). Duration, dominance and depth in telephone and face-to-face interviews: A comparative exploration. International Journal of Qualitative Methods, 10(3), 202-220.
Kahu, E. R., Stephens, C., Zepke, N., & Leach, L. (2014). Space and time to engage: mature-aged distance students learn to fit study into their lives. International Journal of Lifelong Education, 33(4), 523-540. doi: 10.1080/02601370.2014.884177
Kerr, A. (2011). Adult learners in Ontario postsecondary institutions. Toronto, ON: Higher Education Quality Council of Ontario.
Lowe, J., & Gayle, V. (2007). Exploring the work/life/study balance: The experience of higher education students in a Scottish further education college. Journal of Further and Higher Education, 31(3), 225-238. doi: 10.1080/03098770701424942
Lundberg, C. A., McIntire, D. D., & Creasman, C. T. (2008). Sources of social support and self-efficacy for adult students. Journal of College Counseling, 11, 58-72.
MacFadgen, L. (2008). Mature students in the persistence puzzle: An exploration of the factors that contribute to mature students' health, learning, and retention in post-secondary education. Retrieved from http://www.ccl-cca.ca/NR/rdonlyres/65C42165-C7AA-431F-841F-1B1513BF272A/0/MacFadgenFinalAL2006.pdf
Maher, F.A. (2001). Women’s studies in England: Mature women students and their educational vision. Gender and Education, 13(1), 7-23.
Markle, G. (2015). Factors influencing persistance among nontraditional university students, 65(3), 267-285. doi: 10.1177/0741713615583085
Mathers, J. & Parry, J. (2009). Why are there so few working-class applicants to medical schools?: Learning from the success stories. Medical Education, 43, 219-228
Meehan, D., & Negy, C. (2003). Undergraduate students' adaptation to college: Does being married make a difference? Journal of College Student Development, 44(5), 670-690. doi: 10.1353/csd.2003.0055
Nesbit, T. (2005). Social class and adult education. New Directions for Adult and Continuing Education, 106, 5-14. doi:10.1002/ace.174
Norton, L. S., Thomas, S., Morgan, K., Tilley, A., & Dickins, T. E. (1998). Full-time studying and long-term relationships: make or break for mature students? British Journal of Guidance and Counselling, 26(1), 75-88.
Pascarella, E. T., & Terenzini, P. T. (2005). How college affects students. Volume 2: A third decade of research. San Francisco, CA: Jossey-Bass.
Schnarch, D. (2001). The therapist in a crucible: Early developments in a new paradigm of sexual and marital therapy. In S. H. McDaniel, D.-D. Lusterman & C. L. Philpot (Eds.), Casebook for integrating family therapy: An ecosystemic approach (pp. 43-56). Washington, DC: American Psychological Association.
Scott, C., Burns, A., & Cooney, G. (1996). Reasons for discontinuing study: The case of mature female students with children. Higher Education, 31, 233-253.
Shollenberger, M. A. (2001). Increasing marital adjustment in graduate students and their spouses through relationship enhancement. (Unpublished doctoral dissertation). Virginia Polytechnic Institute and State University, Blacksburg, VA.
Stalker, J. (2001). Misogyny, women, and obstacles to tertiary education: A vile situation. Adult Education Quarterly, 51(4), 288-305.
Statistics Canada. (2014). Labour Force Survey [Public use microdata files]. Retrieved from www.search2.odesi.ca
Sturges, J. E., & Hanrahan, K. J. (2004). Comparing telephone and face-to-face qualitative interviewing: A research note. Qualitative Research, 4(1), 107-118. doi: 10.1177/1468794104041110
Sweet, S., & Moen, P. (2007). Integrating educational careers in work and family: Women's return to school and family life quality. Community, Work & Family, 10(2), 231-250. doi: 10.1080/13668800701270166
Toynton, R. (2005). Degrees of disciplinarity in equipping mature students in higher education for engagement and success in lifelong learning. Active Learning in Higher Education, 6(2), 106-117.
Vaccaro, A., & Lovell, C.D. (2010). Inspiration from home: Understanding family as key to adult women’s self-investment. Adult Education Quarterly, 60(2), 161-176. doi: 10.1177/0741713609336111
Voorpostel, M., van der Lippe, T., & Gershuny, J. (2009). Trends in free time with a partner: A transformation of intimacy? Social Indicators Research, 93(1), 165-169. doi: 10.1007/s11205-008-9383-8
Downloads
Published
Issue
Section
License
Copyright (c) 2018 Tricia van Rhijn, Sarah Hunter Murray, Robert Mizzi
This work is licensed under a Creative Commons Attribution 4.0 International License.
The Creative Commons Attribution 4.0 International license applies to all works published by the Journal of Professional, Continuing, and Online Education (JPCOE). Authors will retain copyright of the work.
