The purpose of this study was to explore adult community college students' multiple role experiences, and to attempt to understand how adult learners balance their social role demands with respect to pursuing their education. Focused on four of the 13 contemporary adult social roles: parent, spouse/partner, worker, and learner roles, the study qualitatively examined (a) how adults described their experience of being an adult learner balancing multiple social roles, (b) differences in the male/female experience of balancing multiple roles, (c) themes and perceptions reflecting the adult learner experience balancing multiple social roles, and (d) institutional support participants reported as available and helpful at the community college.
The sample consisted of eight adult students (female = 5; male = 3) attending a large, public, multi-campus, urban community college in west-central Florida, and meeting the following requirements for the study: (a) developmental coursework completed; (b) completed at least 30 hours of academic coursework of their degree program; (c) 26 years of age or older; and (d) engaged in the four social roles of parent, spouse/partner, worker, and student. The spouse/partner, children, co-workers, counselors, and/or faculty of each student participant were also interviewed with the student's permission.
A triangulated set of research methods for data collection was used including a demographic profile, long semi-structured interviews, and theme validation. Individual interviews were tape recorded and transcribed by the researcher to collect participant perceptions concerning multiple role balance. Adult learner participants received their own transcript by mail for review. Transcripts were analyzed for identification of themes, patterns, and specific perceptions. Member checks were conducted for verification of themes/perceptions. Independent reviewers analyzed transcripts for validation purposes. Thirty-one perceptions in six categories were identified that reflected the adult learner experiences of balancing multiple responsibilities within the context of multiple social roles while persisting in their academic goals.
Study results indicated that adult learners found it challenging to balance multiple roles and experienced many levels of stress that impacted other roles. Dropping out was never perceived to be an option for participants, rather they relied on their ability to prioritize and organize the many demands on their time and energy.
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