Abstract:
Studies have identified that women enter higher learning institutions for personal enrichment and lifelong
education. In spite of these benefits, societal perception and traditional roles affect women’s participation in
formal education. This qualitative study sought to explore the experiences of female students on how they
deal with their lifecycle roles as they access higher education outside their home countries. The study was
conducted in a Kenyan university using seven graduate international female students. These participants
were purposively selected for face-to-face interviews. Content analysis was used to analyse data based on
similarities and differences. It was revealed that the female faced challenges such as psychological stress,
financial problems and time constraints. They managed these roles through support from family and friends
as well as the use of self-motivation strategies. It was therefore recommended that interventions geared
towards the needs of these female students are developed by institutions who admit international students.
