An Integrative Literature Review on the Barriers Impacting Adult Learners' Return to College

Autor/inn/en	Osam, E. Kobena; Bergman, Matt; Cumberland, Denise M.
Titel	An Integrative Literature Review on the Barriers Impacting Adult Learners' Return to College
Quelle	In: Adult Learning, 28 (2017) 2, S.54-60 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1045-1595
DOI	10.1177/1045159516658013
Schlagwörter	Barriers; Access to Education; Adult Students; Reentry Students; Higher Education; Gender Differences; Educational Finance; School Policy; Individual Characteristics; Responsibility; Scheduling; Self Esteem + Suchen Sie Ihr Suchwort? Education; Access; Bildung; Zugang; Bildungszugang; Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Zweiter Bildungsweg; Hochschulbildung; Hochschulsystem; Hochschulwesen; Geschlechterkonflikt; Bildungsfonds; Schulpolitik; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Verantwortungsübernahme; Zuständigkeit; Disposition; Self-esteem; Selbstaufmerksamkeit
Abstract	The composition of the college population has shifted from a bastion of full-time 18- to 22-year-old students to a far more diverse population that typically works part-time or full-time, has greater family commitments, is over 24, and is juggling various competing responsibilities while attending college. This shift has prompted researchers to examine the challenges that this student body of adult learners face in their pursuit of a college education. The purpose of this integrative literature review is to offer an updated synthesis of empirical findings on the barriers faced by adult learners who are seeking a college degree. In addition, this review offers potential solutions to college institutions to help their adult learners overcome the barriers they face. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01