Demystifying Educational Resilience: Barriers of Bahamian Nontraditional Adult Learners in Higher Education

Autor/in	Hunter-Johnson, Yvonne
Titel	Demystifying Educational Resilience: Barriers of Bahamian Nontraditional Adult Learners in Higher Education
Quelle	In: Journal of Continuing Higher Education, 65 (2017) 3, S.175-186 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0737-7363
DOI	10.1080/07377363.2017.1275230
Schlagwörter	Foreign Countries; Nontraditional Students; College Students; Adult Students; Academic Persistence; School Holding Power; Resilience (Psychology); Barriers; Qualitative Research; Access to Education; Educational Attainment; Cultural Influences; Semi Structured Interviews; Paying for College; Family Influence; Education Work Relationship; Time Management; Institutional Characteristics; Self Determination; Work Ethic; Religious Factors; Social Support Groups; Bahamas + Suchen Sie Ihr Suchwort? Ausland; Collegestudent; Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Qualitative Forschung; Education; Access; Bildung; Zugang; Bildungszugang; Bildungsabschluss; Bildungsgut; Cultural influence; Kultureinfluss; Studienfinanzierung; Zeitmanagement; Selbstbestimmung; Arbeitsethos; Social support; Soziale Unterstützung
Abstract	Within the past 30 years, the number of nontraditional learners who pursue higher education has increased. This gravitation to higher education can be attributed to the changing value of the nontraditional learner regarding higher education as a direct link to improving the quality of employment, family, and financial stability. Despite the desire to obtain higher education, nontraditional learners are faced with a myriad of challenges that can delay or hinder the higher education journey. This qualitative study was conducted on this premise and explored the perceived barriers and possible strategies of 100 nontraditional adult learners in the Bahamas pursuing or attempting to pursue higher education. The study revealed numerous barriers the nontraditional adult learner encounters and provides practical guidance on how to overcome them. The study has implications for prospective and current nontraditional adult learners, adult educators, and higher education program designers and developers. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01