Quality of Marriage of University Students in Relation to Sources of Financial Support and Demographic Characteristics

Bergen, Gerald R.; Bergen, M. Betsy

doi:10.2307/582586

Cited by 10 publications

(15 citation statements)

References 2 publications

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“…These clinical observations about marital asymmetry are consistent with the findings of Bergen and Bergen (1). In their study, they found that the quality of marriages in which both spouses were enrolled in school simultaneously, either part‐ or full‐time, was significantly higher than in marriages in which only one partner was a student.…”

Section: Symmetry and Asymmetrysupporting

confidence: 92%

“…Now that I have this great job and our material life is so much easier, somehow we are often at odds, and it takes us a lot more energy and tolerance to understand and sympathize with one another." These clinical observations about marital asymmetry are consistent with the findings of Bergen and Bergen (1). In their study, they found that the quality of marriages in which both spouses were enrolled in school simultaneously, either part-or full-time, was significantly higher than in marriages in which only one partner was a student.…”

Section: Symmetry and Asymmetrysupporting

confidence: 85%

“…In some of our cases, the male students had affairs with fellow students with whom they acknowledged feeling stronger and more adequate than with their wives. Indeed, two studies suggest that it is more difficult for men than for women to be supported by their spouses (1, 12).…”

Section: The Process Of Disengagementmentioning

confidence: 99%

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Graduate Student Marriages:An Organizational/Interactional View

Scheinkman

1988

Family Process

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This article describes an organizational/interactional model for understanding and working with graduate student marriages. The model first distinguishes symmetrical (student/student) from asymmetrical (student/working spouse) marriages. Then, the major focus is on asymmetrical marriages and the disengagement process that is typical among these couples. Asymmetrical organization, especially within today's ethos of equal roles and equal responsibilities, presents graduate student couples with several dilemmas: (a) it promotes hierarchical confusion, (b) it makes for a problematic marital quid pro quo, and (c) it fosters contextual gaps between the two partners. When these inherent difficulties are misconstrued and mishandled, dysfunctional sequences lead the couple into progressive disengagement. Even as dissatisfaction in the marriage increases, graduate student couples have a tendency to postpone and suspend negotiations. Over time, there is an intensification of the couple's unhappiness but, at the same time, the relationship remains structurally unchanged. The building tension in the marriage typically culminates in a crisis when a milestone in the student's course of work precipitates a major disorganization of the system. Clinical implications of the model are outlined with recommendations for focused interventions.

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Section: Symmetry and Asymmetrysupporting

confidence: 92%

Section: Symmetry and Asymmetrysupporting

confidence: 85%

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Graduate Student Marriages:An Organizational/Interactional View

Scheinkman

1988

Family Process

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“…Alternatively, poor familial relationships are associated with stress and distress (Bodenmann, 2005; Himsel & Goldberg, 2003) and contribute to doctoral students’ decision to leave a doctoral program (Lovitts, 2001). Often entrance of one partner into a doctoral program results in marital distress and negatively influences the marital relationship as areas of concern such as financial difficulties, lack of time, poor communication, and change in roles and lifestyle (Bergen & Bergen, 1978; Cao, 2001; Giles, 1983; Middleton, 2001; Norton, Thomas, Morgan, Tilley, & Dickins, 1998; Williams, 1977).…”

mentioning

confidence: 99%

Protecting the Marriage Relationship During the Doctoral Journey

2015

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With doctoral programs across disciplines experiencing perennially high attrition rates, in-depth examination of factors associated with doctoral persistence is necessary. A strong marital relationship is one factor found to be central to persistence in doctoral students. Thus, the purpose of this article is to provide an overview of the literature on marital satisfaction, quality, and stability in order to provide doctoral students and their partners strategies for nurturing and sustaining a solid marriage throughout the stress-inducing doctoral process. Recommendations are framed by the following four factors of the Sound Marital House: (a) marital friendship, (b) creating positive sentiment override, (c) regulating conflict, and (d) creating shared symbolic meaning.

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“…When seeking a doctoral degree, residential students have reported a breakdown in familial communication (Bergen & Bergen, 1978;Giles, 1983;Jairam & Kahl, 2012;Williams, 1977) and misalignment of values (Scheinkman, 1988). In her organizational model explaining the influence of the doctoral degree on the marriages of residential students, Scheinkman (1988) proposed that as one spouse pursues a doctoral degree, a disparity in interests, values, and life goals can result (Scheinkman, 1988).…”

Section: The Role Of Family In Doctoral Educationmentioning

confidence: 99%

Academic-Family Integration: How Do Men and Women in Distance Education and Residential Doctoral Programs Integrate Their Degree and Family?

Rockinson‐Szapkiw

Watson

2020

OLJ

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Multivariate statistical analyses were used to determine if differences existed between how men and women enrolled in distance education and residential doctorate of education programs in the United States managed and negotiated their family and academic lives. Results provided evidence that distance education students (n = 106) reported having lower academic-family satisfaction and functioning, more interference between the academic and family domains, and more impermeable boundaries between the domains than their residential peers (n = 71). Moreover, women (n = 126) in comparison to men (n = 51) reported poorer academic-family balance and the desire to set more rigid boundaries between their academic and family domains.

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Quality of Marriage of University Students in Relation to Sources of Financial Support and Demographic Characteristics

Cited by 10 publications

References 2 publications

Graduate Student Marriages:An Organizational/Interactional View

Graduate Student Marriages:An Organizational/Interactional View

Protecting the Marriage Relationship During the Doctoral Journey

Academic-Family Integration: How Do Men and Women in Distance Education and Residential Doctoral Programs Integrate Their Degree and Family?

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