Look Again--Traditional Women as Nontraditional Students: A New Face in Higher Education

Autor/in	Newell, Candi Jones
Titel	Look Again--Traditional Women as Nontraditional Students: A New Face in Higher Education
Quelle	(2018), (88 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Brigham Young University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-4384-5815-4
Schlagwörter	Hochschulschrift; Dissertation; Higher Education; Nontraditional Education; Females; Sex Role; Educational Experience; Spouses; Family Relationship; World Views; Undergraduate Students; Student Attitudes; School Holding Power; Academic Persistence; Educational Attainment; Spiritual Development; Academic Achievement; Educational Attitudes + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Hochschulbildung; Hochschulsystem; Hochschulwesen; Non-traditional education; Alternative Erziehung; Weibliches Geschlecht; Geschlechterrolle; Bildungserfahrung; Ehepartner; World view; Weltanschauung; Schülerverhalten; Bildungsabschluss; Bildungsgut; Schulleistung; Educational attitude; Bildungsverhalten; Erziehungseinstellung
Abstract	This study explored the experiences of 13 culturally traditional women who returned to higher education as nontraditional students. An individual unstructured interview, with guiding questions, was held with each woman. This provided the opportunity for these women to articulate their experience. The interviews were transcribed and interpreted using a synthesis of qualitative methods based upon Kvale's method. Seven themes emerged: (a) participants would tell a woman considering a return to school to "do it!" (b) participants saw spousal support as significant in their ability to return to school, (c) participants saw their families as generally supportive of their return to school, (d) participants felt their spirituality increased when they returned to school, (e) participants were surprised they did well academically when they returned to school, (f) participants felt returning to school had increased their world view, and (g) participants valued higher education and wanted to finish something they had started. The implications of this study support the need for a more open dialogue about the experience of a traditional woman as she returns to obtain her undergraduate degree as a nontraditional student. The support of family and institutions appear integral to both retention and completion for these women who now make up a significant portion of those presently attending institutions of higher learning. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01