Perceived barriers to postsecondary education among social service-using young women: Risk and protective factors

Integration into postsecondary education (PSE) promotes social mobility. However, young women who use social welfare services and face situations of risk and adversity encounter various barriers on their path to pursuing PSE. This study, based on social cognitive career theory and intersectionality theory, proposed a comprehensive model using risk and protective factors to predict perceived educational barriers for service-using young women not enrolled in PSE. It used data from interviews with 248 service-using young women from Israel. Multiple regression analysis revealed several associations: Young women who faced economic difficulties, had diagnoses of learning disabilities, experienced a high situation of risk, and elevated symptoms of posttraumatic stress disorder (PTSD) were more likely to report higher perceived barriers to accessing PSE. Regarding protective factors, participants with higher levels of cognitive variables (sense of mastery and academic expectations) tended to perceive lower educational barriers. Similarly, participants who reported higher family support were generally more inclined to report lower educational barriers. Peer support served to moderate the relationship between learning disabilities and perceived educational barriers. In addition, academic expectations moderated the relationship between education level and perceived barriers to accessing PSE. These findings highlight the negative effects of marginalization, risk, and PTSD symptoms on perceived educational barriers among service-using young women. They also underscore the need to develop interventions and policies that address these conditions and increase protective factors in order to improve educational opportunities for marginalized young women and help them overcome barriers that limit their integration into PSE. (PsycInfo Database Record (c) 2025 APA, all rights reserved).