College women in the 21st century: A closer look at academic, family and work demands on levels of burnout
This study explored the contributions of background characteristics, family, academic, and work demands on levels of burnout among undergraduate females in an urban college setting and to what extent informal/formal support is related to levels of burnout. Data were obtained through the use of self-administered questionnaires, which were disseminated at Hunter College, Lehman College and Bronx Community College. A total of 363 completed surveys were included in the analysis.;The findings indicated a positive correlation between academic, family, work, and multiple role demands on levels of burnout. They showed that the more demands college women experience, the more burnout they feel. Academic demands were the stronger predictor of levels of burnout among participants in this study.;Contrary to expectations, language preference, race/ethnicity, economic situation or being first generation to attend a college program did not emerge as significant predictors of burnout. Nonetheless, some of the analysis results show some trends worth noting (participants of lower economic status, those who are first-generation to attend college, as well as participants of White background, show higher levels of burnout). As expected, there was a negative correlation between informal and formal support on levels of burnout. As participants indicated having less informal support (support from family and/or friends), their levels of burnout out increased. Similarly, as respondents experienced having less formal support (support from academic institution) their levels of burnout increased.;The researcher believes that the present study findings will enable college administrators and faculty to learn about programs/services that could support undergraduate women to achieve their academic goals. The majority of participants in this study reported living with parents/relatives, which may indicate that this student cohort will most likely benefit from academic institutions with policies that will focus on student's family life. The study was limited to undergraduate females in senior or community colleges within the City University of New York (CUNY) system; therefore, the findings may not be representative of the student population of all school campuses.
Source: Dissertation Abstracts International, Volume: 73-06, Section: A, page: 2041.;Advisors: Carmen Ortiz-Hendricks.