Role Management, Educational Satisfaction, and Role Dynamics in Post-Secondary, Re-entry Women l

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. As the number of women entering the work force has increased dramatically in recent years, so has the number of adult women entering or re-entering college increased. According to Greene [7], 43 percent of the nation's twelve million students are now 25 years of age or older and be-tween 1970 and 1982, college enrollment among women aged 25 to 29 years of age increased 249 percent while enrollment of women aged 30 to 34 years of age increased 314 percent. As suggested by Brandenburg [4], Smallwood [13]