Analyses of differences in support seeking between two groups of women returning to college /

Abstract

Important differences between these two groups were identified through the use of chi-square and t-tests with a minimum .05 level of significance. Specifically, these differences suggest that women not interested in supportive group counseling are significantly less concerned about school work/grades, coordinating child care, their relationships with spouse/boyfriend, remaining youthful and attractive, and depression. Additionally, the women not interested in the group were significantly better able to deal successfully with the returning experience and felt a greater degree of emotional support from others.

This research examined whether or not women returnees who were not interested in participating in a supportive group counseling program had different concerns and family life circumstances than women who indicated interest in such services.

The Returning Women Questionnaire (RWQ), developed for the purpose of this study, was mailed to a random sample of 400 returning women through the Department of Continuing Education. A total of 139 subjects, at least 25 years of age, were included in the study resulting in 67 returnees who were not interested in the group and 72 returnees who were interested in group participation.

Demographically, women in the two groups differed significantly in regard to university classification. There were fewer numbers of women not interested in the group who were classified as Freshmen, Sophomores, and Juniors. However, the largest categories for women interested in the supportive counseling group were classified as Juniors and Seniors, respectively.

Results of the study were discussed in terms of their relationship to past research in this area, methodological limitations and recommendations for future research were made.

The variables of most concern, ranked in order of importance, for returning women in both groups included: (a) financial matters, (b) career choice/vocational future, (c) coordinating family responsibilities with college schedule, and (d) performance anxiety (i.e., tests, speeches).