A small number of research reports exist which indicate that women who, at the time of entry (or re-entry) to the learning environment, are fortunate to be able to participate in courses designed to help them learn psychological skills and learning to learn skills, tend to have lower drop-out reates, to achieve better grades, and to show a greater improvement in self-esteem, self-confidence and self-acceptance, than do women who do not have such learning experiences. (1) While more research is necessary, those who work with women in learning environments consistently report that most women require on-going counseling services, peer support structures, places to socialize with others their own age, assistance with various resource services such as the library, crisis-oriented services to meet unforeseen problems, and so on.

Basic problems

1.

Outreach services provided by educational institutions for adult basic education programs

tend to be inadequate to meet the needs of potential participants in such programs. Such outreach services should not be limited to advertising, public relations, telephone answering services, and advisory committees; but should be extended to include counselling, information and referral services; assistance in obtaining financial support, child care services and transportation; and training for administrative and counselling personnel in working effectively and empathically with undereducated women.
 
2.

Support services provided by educational institutions for adult basic education programs

tend to be non-existent. Most such services are provided through the local welfare office, if at all, and through peer support from other women in the same programs. Support services should be extended by educational institutions to include ongoing counselling services and crisis-oriented services, peer support through organized group structures and through the provision of social areas, programs designed to help women acquire a sense of self-confidence and self-worth and to learn how to manage in the educational environment.

(1). J. Mezirow, Education for perspective transformation: Women's re-entry programs in community college, (N. Y.: Columbia University, Teachers College, Center for Adult Education, 1978), p. 51

M. Patterson and L. Sells, "Women drop-outs from higher education" in A. Rossi and A. Calderwood (eds.), Academic women on the move, (N. Y.: Russell Sage Foundation Press, 1973), pp. 79 - 91

S. Vander Voet and others, Sole support mothers building self-esteem, Report of the Opportunity for Advancement program. Available from 111 Sun Row Drive Weston, Ontario. April, 1978.


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