Study of Barriers to Participation in Post Secondary Education as Perceived by Adults in West Central Minnesota.

Institution	Minnesota Univ., Morris.
Titel	Study of Barriers to Participation in Post Secondary Education as Perceived by Adults in West Central Minnesota.
Quelle	(1975), (106 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Adult Education; Adult Students; Adults; Educational Attitudes; Educational Problems; Enrollment Influences; Individual Characteristics; Postsecondary Education; Socioeconomic Influences; Student Characteristics; Student Educational Objectives; Student Motivation; Minnesota + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Educational attitude; Bildungsverhalten; Erziehungseinstellung; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Post-secondary education; Tertiäre Bildung; Sozioökonomischer Faktor; Schulische Motivation
Abstract	The primary intent of the study of 42 adults in West Central Minnesota was to discover what adult learners perceived as barriers to continuing education. Twelve of the adults interviewed were enrolled in a baccalaureate degree and 30 expressed an interest in postsecondary education but currently were not enrolled (20 future degree seekers and 10 non-degree seekers). All but two had obtained a high school diploma and all but four had completed some post-high school study. Ages ranged from early twenties to the late fifties, with most individuals married and assuming family responsibilities. Five barriers identified were: (1) access to educational facilities, (2) family responsibilities, (3) finances, (4) time, and (5) motivation. Most barriers involved both situational and value-related elements. Eleven of the current degree seekers were able to overcome the situational barrier of access to educational facilities by pursuing the University Without Walls degree at the University of Minnesota, Morris. The study sample population, with access to educational facilities and family responsibilities as the greatest barriers, differed from a national sample by Cross and Valley indicating time and finances to be the greatest barriers. Various implications for adult educators are drawn. (EA)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC