Abstract
A sample of 42 post-secondary, educational re-entry women completed an extensive questionnaire focusing on background status, role dynamics, satisfaction with and positive effects of their re-entry experience. Results showed that no differences were found between students in a vocationally oriented, job-training program and more traditional, academically oriented re-entry students. Patterns of relationships between the variables in the study revealed that background-status characteristics were not related to positive effects of re-entry while role-dynamic variables were. Implications for educators are discussed.
How to Cite:
Edmondson, M. E., Payne, D. C. & Patton, E. R., (1986) “Role Management, Educational Satisfaction, and Role Dynamics in Post-Secondary, Re-Entry Women”, Journal of Research in Rural Education 4(1), 17–21.
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