Obligations, Challenges, and Coping Mechanisms for Women in Tertiary Education: A Case Study of Women’s University in Africa
Evidence S. Matangi, Phoebe Kashora

Abstract
The goal of this paper was to ascertain the societal obligations, challenges and coping mechanisms adopted by female students at the Women’s University in Africa, in Zimbabwe, in pursuit of tertiary education. Descriptive Statistics showed that the obligations militating against their education were spousal role, raising family, community responsibilities, and work-related demands. The challenges on their studies were exorbitant fees, drastic lifestyle changes, family quality time, welfare needs at the university, and family role demands. Significant associations were revealed between the students’ demographic factors and either obligations or challenges. The students’ academic life coping mechanisms were studying at night, study groups, and prompt assignments completion. Their social life coping mechanisms were seeking external sources of funds for their studies and spiritual guidance. The students felt that both guidance and counseling and financial aid should be integrated in the university to cushion and promote academic excellence.

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