Do Men and Women in Transition Have Different Educational Needs? Adults' Perceptions of Their Academic Abilities in a Life Cycle Framework with Implications for Faculty Advising, Adult Support Services, and the Mid-Life Transition Period.

Autor/in	Lehmann, Timothy
Institution	State Univ. of New York, Saratoga Springs. Empire State Coll.
Titel	Do Men and Women in Transition Have Different Educational Needs? Adults' Perceptions of Their Academic Abilities in a Life Cycle Framework with Implications for Faculty Advising, Adult Support Services, and the Mid-Life Transition Period.
Quelle	(1980), (38 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Ability; Adult Development; Adult Education; Adult Students; College Choice; Leadership; Midlife Transitions; Outcomes of Education; Sex Differences; Stress Management; Student Characteristics; Womens Education + Suchen Sie Ihr Suchwort? Erwachsenwerden; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Studienortwahl; Führung; Führungsposition; Midlife-Krise; Lernleistung; Schulerfolg; Sex difference; Geschlechtsunterschied; Stressmanagement; Stressbewältigung; 'Women''s education'; Frauenbildung
Abstract	Empire State College (ESC) is an alternative college that uses an individualized degree plan, assessment of prior learning, and a learning contract arrangement. Data were collected from 4,543 entering students at ESC between fall 1974 and January 1977 on a Student Biographical Inventory (SBI). The SBI included items on the students' background, sources of financial support, reasons for selecting ESC, and a series of questions about how the students view themselves, personal goals, and self-ratings on various intellectual and developmental areas. Male students perceived their leadership ability as higher than female students across the age range from 23 to over 58. Males perceived their ability to handle stress as higher than females until the age of 51 when both sexes were at the same level. Female students perceived their academic ability to be higher than males from the age of 30 onward. Both men and women have significantly higher graduation rates at midlife (ages 37-43) than at younger or older ages. It may be that the midlife transition period represents a second chance or a last chance opportunity for many adults who have decided they intend to complete a degree. (27 references) (CML)
Anmerkungen	Office of Research and Evaluation, Empire State College, One Union Avenue, Saratoga Springs, NY 12866 (order no. 010096: $7.50; quantity price: $6.00).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01