I think I have equal access. I am taking a feminist theory course so there are no guys there. I haven't encountered any difficulties from instructors treating me differently because I am a woman.

The women were less positive, however, in their response about outcome. Many felt they did not receive the same pay as their male counterparts. For example:

Women with graduate degrees get about thirty percent less in salary than men with graduate degrees, doesn't matter where the graduate degree is from or how good it is. That's the way the work force is. It's not right. I think that if a man were in the position I'm in at the college right now he might be paid at a higher level. I know that men in similar positions with similar experiences and skill to myself are at a significantly higher level in other places and other jobs.

The views of these women are supported by studies which show that on an average basis women receive less pay than men and get less "value" out of their education. When asked to evaluate program content, views from both ends of the spectrum were expressed. Some of the women said their institutions are very much aware of feminist issues and offer a wide variety of courses. A satisfied student commented:

The professors, are very good. I haven't personally encountered any difficulties of that kind.

However, other students cited a dearth of feminist courses centered on women or feminism, and the limited selection available is not always offered at times convenient for part-time students. One student reflected:

What I would say is unequal is there aren't the same amount of courses offering the content I want to take. There's not the same emphasis on women's studies, women's literature. And all the courses I take on women's literature are always full of women. There's not an interest by the male students generally, which means they've got a wide range of other courses to choose from.

Recommendations

Reflecting on their respective experiences, several women felt that because information on financial resources was not widely available, their pursuit of post-secondary education had been postponed or prolonged. Some women in the study were working as a result of not being eligible for grants or loans. These situations reveal that the criteria for the Ontario Student Assistant Program are still based on the traditional concept that people go directly from high school into university.

Family income is assessed instead of individual income with the assumption that a spouse or male family member will contribute to a woman's education. Moreover, most scholarships and special grants are awarded on the basis of outstanding academic achievement, which excludes many women struggling with the added responsibilities of family commitments. Although there are bursaries available to assist students in financial need, the demand is so great that limited funds are divided into small amounts.

More options should be available to women in employment as well. For example, paid educational leave for women returning to school from the work force would help those who have to adjust to a loss in income and a change in life-style. There is also the need to develop job- sharing programs so that women can have flexible working arrangements. Educational institutions should also establish support services and develop alternative programs to accommodate women's particular needs. Many working single mothers have few choices of a university which will allow them to complete a graduate program part-time and often part-time students have to pay fees for a semester even if they are not enrolled in courses.