Experiences Of Undergraduate Reentry Males During Times Of Perceived Psychological Stress

Abstract

The research question that served as the basic guide for inquiry in this study was: How do undergraduate reentry males navigate through academic coursework, especially during times of perceived psychological stress? Using a semi-structured interview technique, eight Caucasian undergraduate male students, ages 43 – 52, were interviewed. Findings revealed three major themes: a) the psychological stress encountered did not emanate so much from the academic experience as it did from personal struggles, relationship and/or family obligations, and/or work demands; b) when discussing strategies utilized to facilitate engagement in academic coursework, the men reported use of goal setting/planning and seeking social assistance to regulate the academic environment to some extent and compartmentalization as a way of being able to focus on the learning task at hand; and c) for some men there was a perceived difference in self over time with regard to academic coursework. While it has been suggested (Home, 1997; Senter & Senter, 1998) that returning female students may experience more stress than do returning males, findings from this study have shown that some reentry men, report similar needs and concerns related to life demands while engaged in academic coursework.