Nontraditional Aged Reentry Women in Community College

Autor/in	Miles, Mary E.
Titel	Nontraditional Aged Reentry Women in Community College
Quelle	(2014), (223 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Eastern Michigan University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-3551-2622-8
Schlagwörter	Hochschulschrift; Dissertation; Qualitative Research; Females; Womens Education; Community Colleges; Two Year College Students; Reentry Students; Nontraditional Students; Adult Students; Educational Attainment; Student Experience; Social Integration; Academic Education; Competence; College Environment; Personal Autonomy; Goal Orientation; Educational Resources; Academic Persistence; Barriers + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Qualitative Forschung; Weibliches Geschlecht; 'Women''s education'; Frauenbildung; Community college; Community College; Zweiter Bildungsweg; Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Bildungsabschluss; Bildungsgut; Studienerfahrung; Soziale Integration; Akademische Bildung; Kompetenz; Hochschulumwelt; Individuelle Autonomie; Zielorientierung; Zielvorstellung; Bildungsmittel
Abstract	This qualitative study explores the experiences of ten nontraditional women who reenter a community college after a prolonged departure. Experiences are examined through the lens of Tinto's Theory of Institutional Departure, as well as Deci and Ryan's Self Determination Theory. While there is strong desire for educational attainment, early college experiences lack the focus of a defined educational goal and institutional knowledge about basic services. Return to community college results not only from changes in the life course, but a strong commitment to the goal attainment of a college degree. Current college experiences are positive with regard to both academic and social integration; however, they occur in a concurrent manner. Academic and social integration are enhanced by academic competency and belonging to the educational community, and increasing autonomy as they progress toward their educational goal. Integral to persistence is high use of educational resources and an increased sense of institutional agency over time. Challenges to persistence include a continued lack of financial resources, significant health issues, and balancing work, school, and home life. [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