Tensions et exigences découlant des rôles multiple des étudiantes universitaires

Authors

  • Christiane Lemaire Université d'Ottawa

DOI:

https://doi.org/10.56105/cjsae.v11i2.2050

Abstract

Résumé

Les femmes exerçant des rôles multiples constituent le groupe qui croît le plus rapidement parmi la clientèle étudiante universitaire; elles vivent plus que quiconque la tension de rôles. Cet article présente les résultats d'une recherche menée auprès de vingt femmes inscrites dans sept programmes universitaires canadiens d'andragogie et de service social. Ces femmes doivent concilier leurs rôles de parent, de travailleuse et d'étudiante. Les résultats démontrent que cette expérience des rôles multiples est enrichissante mais que 75 % d'entre elles la vivent sur le mode de la surcharge, du conflit et de la tension de rôles. Les demandes excessives et conflictuelles associées au manque de temps conduisent à un état de fatigue et de culpabilité. Les comparaisons effectuées entre différents types de programmes (andragogie, service social, adapté, traditionnel) révèlent que les étudiantes en service social sont plus sujettes à la tension, à la surcharge, au conflit et à la contagion de rôles. Bien que plusieurs répondantes reçoivent du soutien informel de différentes sources, on constate un besoin général de flexibilité accrue aux plans des services, des politiques et des attitudes envers cette clientèle.

Multiple role women comprise the fastest growing group in universities. They are also the most vulnerable to role strain. This paper reports results of interviews with twenty adult women who combine parenting, working and studying adult education or social work in seven Canadian university programmes. These women found their multiple role experience enriching but stressful, with over 75 % reporting role strain, conflict and overload. Excessive or conflicting demands coupled with time constraints led to fatigue and guilt. Comparisons by programme type and degree of adaptation revealed that social work students experienced more role strain, conflict, overload and contagion than did adult education students. While many students obtained informal support, they indicated a need for more flexible attitudes, services and policies.

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Published

1997-11-01

How to Cite

Lemaire, C. (1997). Tensions et exigences découlant des rôles multiple des étudiantes universitaires. Canadian Journal for the Study of Adult Education, 11(2), 31–46. https://doi.org/10.56105/cjsae.v11i2.2050

Issue

Vol. 11 No. 2 (1997)

Section

Articles

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