Balancing Act: A Phenomenological Study of Female Adult Learners Who Successfully Persisted in Graduate Studies

Autor/inn/en	Shepherd, Jeff; Nelson, Barbara Mullins
Titel	Balancing Act: A Phenomenological Study of Female Adult Learners Who Successfully Persisted in Graduate Studies
Quelle	In: Qualitative Report, 17 (2012), Artikel 39 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1052-0147
Schlagwörter	Adult Learning; Graduate Students; Adult Students; Females; Academic Persistence; Academic Achievement; Phenomenology; Barriers; Human Capital; Role of Education; Family School Relationship; Family Work Relationship; Research Needs; Nontraditional Students + Suchen Sie Ihr Suchwort? Adulte education; Adult training; Erwachsenenbildung; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Adult; Adults; Erwachsenenalter; Schüler; Schülerin; Weibliches Geschlecht; Schulleistung; Phenomenological psychology; Phänomenologie; Psychologie; Humankapital; Bildungsauftrag; Forschungsbedarf
Abstract	A study was conducted utilizing Cross' (1981) barriers to adult learning as a framework to better understand how adults successfully complete their graduate studies. Participants in the study were solicited via Facebook and LinkedIn. Three female adult learners who persisted in their graduate studies while balancing demands outside academics including employment and family responsibilities were selected. The study found the barriers identified by Cross 30 years ago--institutional, dispositional and situational--were still relevant for these female graduate adult learners. The phenomenological approach allowed the participants to describe how they made meaning of these barriers while overcoming them to persist in their graduate studies. (As Provided).
Anmerkungen	Nova Southeastern University. 3301 College Avenue, Fort Lauderdale, FL 33317. Tel: 954-262-5389; Fax: 954-262-3970; Web site: http://www.nova.edu/ssss/QR
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10