Older Adult Women Learners in Transition

Autor/in	Wolf, Mary Alice
Titel	Older Adult Women Learners in Transition
Quelle	In: New Directions for Adult and Continuing Education, (2009) 122, S.53-62 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1052-2891
DOI	10.1002/ace.334
Schlagwörter	Females; Labor Market; Older Adults; Educational Environment; Social Capital; Adult Development; Aging (Individuals); Personal Narratives; Older Workers; Case Studies; Adult Learning; Womens Education; Adult Education; Adult Students; Social Networks + Suchen Sie Ihr Suchwort? Weibliches Geschlecht; Labour market; Arbeitsmarkt; Älterer Erwachsener; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Sozialkapital; Erwachsenwerden; Aging; Altern; Erlebniserzählung; Älterer Arbeitnehmer; Case study; Fallstudie; Case Study; Adulte education; Adult training; Erwachsenenbildung; 'Women''s education'; Frauenbildung; Adult; Adults; Education; Adult basic education; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Social network; Soziales Netzwerk
Abstract	This chapter examines the potential for personal growth, development, and learning of older adult women who will have many productive years in the workforce. What implications are there for adult education communities who will interact with these older women? How do they adapt to the educational environment, and what social support will enable them to succeed? How do they make use of social capital and networks to propel themselves into the educational enterprise and the job market? Further, what response will the educational community make to this phenomenon? What is of interest, too, is the variable of age: How will the social support needs of older adult women differ from those of their younger cohorts? This discussion uses narratives of development and transition of adult women who struggle with such issues. They demonstrate the real-life process of developmental change that comes about for many mature women who hope to move into professional ranks in employment. They are derived from case studies of women in diverse socioeconomic strata in middle and later adulthood who have entered educational programs during the past 12 years. The author particularly focuses on Denise R. (age 55), Nancy M. (56), Joan M. (59), Pam C. (60), Taneah T. (61), and Deanna R. (64). The stories of these women and their challenges--emotional and cognitive--inform one's understanding of the "process" of learning for many older women. (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10