Many adult women studying at universities face difficulties related to their multiple roles, yet little is known about vulnerable groups or supportive responses. This study of 443 women with jobs and families enrolled in adult education, social work, or nursing identified to what extent life situations, institutional supports, and perceived demands and support systems predict role conflict, overload, and contagion. Multiple regression analysis was used to identify predictors. Income was the only life situation predictor, with lower income increasing vulnerability to role conflict. Perceived intensity of student demands was the strongest predictor of conflict, overload and contagion, with family and job demands next. Use of distance education eased conflict and contagion but some other university adaptations may increase vulnerability. Adult educators should press for increased access to adequate financial support and distance education, while continuing to evaluate the usefulness of other institutional supports for different nontraditional students.
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