Narratives of Adult Women's Learning in Higher Education: Insights from Dissertation Research.

Autor/inn/en	Hayes, Elisabeth; Flannery, Daniele
Titel	Narratives of Adult Women's Learning in Higher Education: Insights from Dissertation Research.
Quelle	(1996), (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Adult Education; Adult Learning; Educational Research; Females; Feminism; Higher Education; Learning Experience; Sex Differences; Womens Education; Womens Studies + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Adulte education; Bildungsforschung; Pädagogische Forschung; Weibliches Geschlecht; Feminismus; Hochschulbildung; Hochschulsystem; Hochschulwesen; Lernerfahrung; Sex difference; Geschlechtsunterschied; 'Women''s education'; Frauenbildung
Abstract	A study critically reviewed 14 dissertations that explore adult women's perspectives on their learning in higher education. The dissertations were examined using two levels of analysis: descriptive and critical/comparative. The studies varied considerably in the aspect of learning or learning experiences that they examined. Twelve focused on adult women undergraduates. The theoretical perspectives and methods used were diverse. Six cited explicitly feminist scholarship as part of their literature review, although they varied in the extent to which feminism was identified as a major aspect of their conceptual framework. The research methodology used in all studies, with one exception, was qualitative or combined qualitative and quantitative methods. Issues of identity were pervasive in women's narratives of their learning experiences. One study investigated adult women students' preferences for different modes of learning, using the distinction between separate and connected knowing. One study focused specifically on minority women. The following concerns arose from this research: the lack of any coherent line of research on women's learning, little incorporation of a gendered analysis into the studies, need for further research that involves more diverse groups of adult women, and adult women's experience of being an "outsider" in higher education. (Contains 20 references.) (YLB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01