Committed to yourself or have yourself committed: Balancing family life with student success.

Abstract

Background: Contemporary student demographics in institutions of higher learning include the mature female student. Preparing to enter an academic setting after an extended absence or for the first time can create personal role conflicts for this student cohort. The purpose of this study was to develop a more comprehensive understanding of the family-life roles, student experiences, and different coping mechanisms of mature female dental hygiene students in order to better enable and support individual student success.

Methods: This study employed a mixed methods explanatory approach whereby quantitative data were obtained from mature female dental hygiene students (N = 12) via a 10-item questionnaire comprising both closed- and open-ended questions. Closed-ended questions were summarized using descriptive statistics. Open-ended questions were examined for common themes. Additional qualitative data were obtained through personal in-depth interviews examining supplementary common themes.

Results: "Mothering" was identified as the primary family role both prior to and during school enrolment. All participants identified "time" as the greatest challenge and role conflict as being self-imposed. The prime benefit reported was increased self-confidence. The educational system offered the least amount of support according to respondents.

Conclusions: The mature female student requires support when returning to higher education-from herself, family, and the academic setting. Institutions of higher education should be cognizant of specific characteristics, barriers, and challenges any student encounters to help facilitate student success.