Adult Undergraduates: Exploring Factors Essential to Success and Persistence toward Educational Goals

Transcription

1 1 Adult Undergraduates: Exploring Factors Essential to Success and Persistence toward Educational Goals Deborah E. Benson Moffatt This paper presents the findings of a qualitative study that explored the lives and experiences of 45 adult undergraduates, years of age, and the factors identified as essential to their success and persistence in college. The participants engaged, with the researcher, in in-depth interviews, focus groups, and follow-up activities discussing why they chose to add college to their full-time lives, experiences in the college classroom and interaction with campus services. Participants identified four factors support, personal motivation and determination, paying for college, and success in learning as crucial to accomplishing their goals. Results from data analysis indicated that: (a) these factors were the same regardless of age, sex, life commitments, or institutional setting; (b) the presence of risk characteristics (Choy, 2002) did not hinder success; and (c) the desire for an improved quality of life was a compelling influence. Further analysis concluded that specific individual life and college systems and structures must be in place throughout (i.e. support), or at key times (i.e. specific campus services) during college for success and persistence to occur. Introduction and Related Literature The presence of adults, age 25 and older, in American education and higher education is not a new phenomenon. From the settlement houses of the late 1800s that provided new adult immigrants a place to learn (Minahan, 1987) through the enactments of the GI bill (1944), the Civil Rights Act (1964), and the creation of student financial aid programs through the Higher Education Act (1965), adults have embraced educational opportunities including attending colleges and universities (Kasworm, Sandmann, & Sissel, 2000). In recent years, U.S. and global societal, political, and economic shifts, technological advances and job requirements, have further influenced adults to seek higher education. According to the most recent report from the National Center for Education Statistics (NCES), adults 25 years and older represent 59% of part-time enrollment, 27% of full-time enrollment, or 39% of total enrollment in undergraduate colleges and universities nationwide (2010). However, enrollment numbers do not paint a complete picture of adult undergraduates. Adults a unique population. When asked, adults describe themselves as women and men, spouses and life partners, mothers and fathers, members of extended families and cultural groups, employees, friends, and active participants in their communities. Each has completed the developmental journey from adolescence to adulthood and has learned to negotiate and manage his/her life. These adults may be high school graduates or GED recipients. The years between the last formal education and current considerations of college could be decades. The choice to attend college may be due to economic need, job or career changes, or for quality-of-life reasons. It is to these multi-faceted lives that adults choose to add a college education. Prior research has documented these demographic characteristics and, in some studies, considered the influences on choosing and/or persisting in college (Carney-Crompton & Tan, 2002; Johnson-Bailey & Cervero, 1996; Ross-Gordon & Brown-Haywood, 2000).

2 2 Choosing to add college. What does it mean to add college to an already full life? Consciously or unconsciously, adults contemplating college may begin to reflect, think, or plan. Some may recall past educational experiences and wonder if the ability to learn still exists (Bash, 2005; Knowles, Holton, & Swanson, 1998). Many will think about what college to attend as well as a degree program. Most will investigate how to pay for their education (CAEL, 2000). A few will plan for balancing home, school, and other responsibilities (Kaplan & Saltiel, 1997). Entering college and settling in. Navigating the admission and enrollment process may be smooth or fraught with difficulty. On campus, adults encounter and sometimes utilize campus and academic services. For this research, the terms campus and academic services are intentional. Campus Services support the adult student s ability to negotiate the college structure and systems. These may include admission, registration, financial aid, and childcare. Academic Services support the student s learning needs such as advising, introduction to college, tutoring, and library resources. Adults who successfully negotiate the process are in a better position to begin their studies (Bash, 2005; Kasworm, Polson, & Fishback, 2002; Moffatt, 2010). Experiences in the classroom. Research identifies the classroom as a focal point for learning (Donaldson, Graham, Martindill, & Bradley, 2000). It is in the classroom where the adult learner, the teaching and learning process, and interaction among students and between students and faculty come together. In and out of the classroom, successful adults are motivated to engage, persist, and achieve using their own unique approaches. Strategies might involve developing positive relationships with faculty and classmates, utilizing diverse learning and study techniques or discovering the value of knowledge for knowledge sake (Donaldson, et al., 2000; Kolb, 1984; Mezirow, 1997; Moffatt, 2010; Ross-Gordon & Brown-Haywood, 2000). The 45 adult undergraduates who participated in the present study exemplify the demographic characteristics, life commitments, and college experiences described above. Because this study was about factors essential to success and persistence, each participant was selected based on prior academic achievement and persistence at his/her institution. Study Goals and Methods Goals. Earlier adult undergraduate research documented adult characteristics, learning in the classroom, or contact with campus services. Some studies examined relationships between two of these factors. Only a few explored all three components and/or evaluated connections to achievement (Kasworm & Blowers, 1994; Ross-Gordon & Haywood, 2000; Slotnick, Pelton, Fuller, & Tabor, 1993). The purpose of this study was to assess outcomes. By learning from the participants, the researcher gained valuable insights about the influence of individual and life circumstances, classroom experiences, and contact with campus and academic services, on success and persistence toward educational goals. Methods. A qualitative study design utilizing multi-site purposeful sampling was chosen for this research. It allowed for variation of representation in adult learners, institutional types, and geographic locations, as well for gathering in-depth information and insights from adult students (Patton, 2002). Study participants were diverse in age, cultural backgrounds, family and household composition, employment, and community commitments. Two-year and four-year public and private colleges and universities in urban, suburban, and rural settings in two midwestern states served as study sites. Information was gathered using a survey, extended conversational interviews (Rubin and Rubin, 2005), focus groups, and Day in the Life Diaries. New survey questions developed

3 3 specifically for this study expanded definitions of family and household composition to include extended family as well as family members with health problems, mental health concerns, or disabilities. Inductive and narrative analysis identified relevant themes among the participants and ensured that their voices were evident in the written narrative (Denzin, 1989, Patton, 2002). Findings, Implications, and Recommendations Participants identified four factors as essential for success and persistence: support, personal motivation and determination, paying for college, and success in learning. These factors were the same regardless of age, sex, life commitments, or institutional setting. The presence of risk characteristics (Choy, 2002) did not hinder success. Furthermore, the participants explained why and how these factors were important to their accomplishments. Support Support is identified as the primary factor essential for adult students to be successful and persist. Emotional support, tangible support, or support in the form of information or appraisal (feedback/guidance), each contributes to one or several aspects of the adult student s life at home, in the community, or in college by reducing or buffering the impact of stressors on the individual (House, 1981). For example, emotional and tangible support from family is crucial in making the decision to enroll and fit college into daily life. Ongoing tangible support from friends such as childcare and transportation or employers who offer tuition reimbursement or flexibility in work hours have an impact. Throughout college, classmates offer a level of understanding that is unique to the learning setting. Additionally, information and appraisal from faculty, advisors, and program staff have the potential to influence learning and engagement. Implications and Recommendations These specific forms of support at the right time can make a positive difference for adult students. It is recommended that faculty and staff consider support as a lens for engaging and interacting with adult learners. In addition, adultcentered orientation or introduction-to-college seminars comprised of faculty, staff, and students foster positive interaction and contribute to success and persistence. Personal Motivation and Determination Personal motivation and determination made it possible for study participants to get up every morning and do what was necessary day after day, until they accomplished the goals they set for themselves. These successful adults demonstrated high levels of self-efficacy; engaged in proactive actions; developed and refined strategies for life and learning; and persistently asked questions to obtain vital information and services. These attitudes and actions affected fitting college into daily life, paying for college, and success in learning. Fitting college into daily life. The Day in the Life Diary provided a snapshot of participants daily routines including being adult students. For two weeks, interview participants kept track of their activities, from wake-up to bedtime. Then each identified a typical day, an atypical day, and completed a narrative reflection describing the effects on his/her ability to engage in college including whether the experiences contributed to or hindered success. An excerpt from Edward s reflection illustrates. Whether it is a typical or an atypical day, college-related activities have to be done. [When] things go as planned, I accomplish the activities needed and usually feel very satisfied with my

4 4 accomplishments. One of my atypical days, I went fishing. Just the time off from college activities was great. Just to sit back, relax, and have no college worries on my mind refreshes me to work harder when I get back to my typical routine. The frustrating atypical days hinder your ability. The Day in the Life Diaries exemplified self-efficacy and strategies for life. The diaries were illuminating and validating for the participants. After seeing on paper the successful completion of daily commitments, adults experienced a sense of accomplishment, recognized the positive changes from their actions, and were motivated to continue applying these strategies with positive outcomes. Paying for college. Gena said, I have a goal. I think the only thing that would really defer me is if there was not any financial aid. Then the door would be shut. Study participants expressed that the greatest challenge was to obtain accurate and consistent information and guidance necessary to understand the intricacies associated with paying for college. The proactive actions of motivated and determined adults empowered them to persist in asking questions and develop solutions for funding their college education. Assistance from family, employers, and financial aid offices was essential. Success in learning. Study participants initially defined success in leaning as academic achievement and the effective strategies developed to attain good grades. Upon reflection, more than half of the adult students expressed thoughts about learning on a deeper level, the importance of education, and the ability to apply learning beyond the classroom. This was true for adults who did well academically and those who struggled. Professors, classmates, and academic staff contributed through supportive relationships, interaction, and guidance. Implications and recommendations. When adult students enter college they may or may not possess a strong sense of self-efficacy, an understanding of the proactive actions and questions to ask, or even the strategies necessary for organizing their daily lives and classroom learning. With time, patience, practice, and the guidance of others, the adult students in this study learned to make good choices and to act on those decisions. Study participants offered the following recommendations: Guidance and assistance during the first term or year of college is crucial to successfully negotiating the entry process, understanding financial responsibilities, enrolling in degree programs, and academic learning. Faculty and staff who provide such guidance and assistance must be knowledgeable, understand the unique and often complicated circumstances in the lives of adult students, and dedicate sufficient time and patience when engaging with adult students. Risk Characteristics and Success In 2002, NCES published a report about nontraditional undergraduates and seven risk characteristics that could hinder persistence in college (Choy, 2002). In addition, data obtained from the new survey questions on family/household composition and community commitments indicated an additional layer of stress or risk. Figure 1 illustrates these risk characteristics by participants. It is important to note that despite the presence of risk factors the adults in this study successfully added college to their lives.

5 5 Figure 1. Risk Characteristics NCES Characteristics Delayed Enrollment Financial Independence Dependents Work Full- Time Enroll Part- Time Single Parent GED New Risk Factors Family/Household Community Involvement Risk Characteristics by Participants N=45 Participants % % % % % % % 0 (Moffatt, 2010) % No. of Risk Factors % No. of Participants Figure 1. Risk Characteristics Conclusion The focus of this study was to assess factors that contribute to successful outcomes in college. However, how the adult students defined success depended on how the question was asked. In the final interview, Rosalie put support, personal motivation and determination, success and persistence keenly into perspective. For me personally, [success] is the happiness and health of the people that I am responsible for. Those are my big successes. I am doing this because I want to provide better for them, but I am also doing it because it is so important to me for me. It is not success in college, but the desire for success in life that compels adults to enroll in college and succeed. College is only one part of their lives. It is a means to an end. Adults attend college to improve the life they have for themselves or for themselves and others. It is therefore strongly recommended that college/university administrators, faculty and support staff be mindful of success in life as a driving force behind college enrollment, success, and persistence for adult learners. The implications of these results are important for faculty teaching adult learners, advisors and academic support staff responsible for guiding and mentoring, and educators or community practitioners developing or providing college readiness or college integration seminars. References Bash, L. (Ed.). (2005). The Introductory transformation course for adult learners: Critical and essential. In L. Bash (Ed.), Best practices in adult learning. Bolton, MA: Anker Publishing Company, Inc. Carney-Crompton, S., & Tan, J. (2002). Support systems, psychological functioning, and academic performance of nontraditional female students. Adult Education Quarterly, 52(2), Choy, S. (2002). Nontraditional undergraduates. National Center for Education Statistics (NCES). Retrieved November 22, 2003, from Council for Adult and Experiential Learning (CAEL). (2000). Serving Adult Learners in Higher Education: Principles of Effectiveness. Chicago: CAEL.

6 6 Denzin, N. K. (1989). Interpretive biography. Newbury Park, CA: Sage Publications. Donaldson, J. F., Graham, S. W., Martindill, W., & Bradley, S. (2000). Adult undergraduate students: How do they define their experiences and their success? Journal of Continuing Higher Education, 48(2), House, J.S. (1981). Work stress and social support. Reading, MA: Addison-Wesley Publishing Company, Inc. Johnson-Bailey, J., & Cervero, R. M. (1996). An analysis of the educational narratives of reentry black women. Adult Education Quarterly, 46(3), Kaplan, P. L., & Saltiel, I. M. (1997). Adults who do it all. Adult Learning, 8(5/6), 17. Kasworm, C. E., & Blowers, S. S. (1994). Adult undergraduate students: Patterns of learning involvement. Final research report to U.S. Department of Education. Knoxville, TN: College of Education, University of Tennessee-Knoxville, Tennessee. Kasworm, C. E., Polson, C. J. & Fishback, S. J. (2002). Responding to adult learners in higher education. Malabar, FL: Krieger Publishing. Kasworm, C. E., Sandmann, L.R., & Sissel, P. A. (2000). Adult learners in higher education. In A.L. Wilson & E.R. Hayes (Eds.), Handbook of adult and continuing education, new edition ( ). San Francisco: Jossey-Bass. Knowles, M.S., Holton III, E. F. & Swanson, R. A. (1998). The adult learner: The definitive classic in adult education and human resource development. Houston, TX: Gulf Publishing Company. Kolb, D (1984) Experiential Learning: experience as the source of learning and development, Englewood Cliffs N.J.: Prentice-Hall. Mezirow, J. (1997). Transformative learning: Theory to practice. New Directions for Adult and Continuing Education, 74, Minahan, A. et al. (Ed.). (1987). Encyclopedia of social work (18th ed.), Vol. 1, 741; Vol. 2, ). Silver Spring MD: National Association of Social Workers. Moffatt, D. (2010). Adult Undergraduates: Exploring Factors Essential to Success and Persistence toward Educational Goals. Published to Proquest UMI. National Center for Education Statistics (NCES). (2010). Digest of education statistics. Retrieved July 10, 2011, from Patton, M. Q. (2002). Qualitative research & evaluation methods. Thousand Oaks, CA: Sage Publications. Ross-Gordon, J., & Brown-Haywood, F. (2000). Keys to college success as seen through the eyes of African American adult students. Journal of Continuing Higher Education, 48(3), Rubin, H. J. & Rubin, I. S. (2005). Qualitative Interviewing: The Art of Hearing Data. Thousand Oaks, CA: Sage Publications. Slotnick, H. B., Pelton, M. H., Fuller, M. L., & Tabor, L. (1993). Adult learners on campus. Washington, D.C.: Falmer Press. Deborah E. Benson Moffatt, MSW, Ed.D, Adj. Asst. Prof., University of Cincinnati & Southern State Community College; 1157 Creekstone Dr.; Batavia, OH 45103; debmoffatt@fuse.net Presented at the Midwest Research-to-Practice Conference in Adult, Continuing, and Community Education, Lindenwood University, St. Louis, MO, September 21 23, 2011.