Adult Learners in a Research University: Negotiating Undergraduate Student Identity

Abstract

Adult undergraduate student identities at research extensive universities were uniquely coconstructed, shaped by this selective and competitive youth-oriented cultural context. Drawing upon social constructivist theory, this study explored this coconstruction through positional and relational adult student identities. Positional identities were coconstructed through negotiating academic acceptance in meeting demanding academic challenges and through facing otherness as a mature adult. These adults also viewed their positional identity based in an evolving sense of agency to academically succeed through goal oriented efforts, as well as through their adult maturity and life experiences. These adults articulated relational identities predominantly based in faculty’s tacit or explicit academic acceptance of them in one of four types of relationships. This study suggests that the adult undergraduate student identity is multi-layered, multi-sourced, evolving, and at times, paradoxical in beliefs of self, position, relationships, and learning contexts within the research extensive university setting.

Counterstories : educational resilence of adult African American women attending an urban predominantly White university.

“…They weigh the pros and cons of why and when to enroll or return to college, and the potential sacrifice and rewards from the outcomes (Kasworm, 2010). With fulltime jobs and family responsibilities, adult students have limited involvement in the collegiate environment (Kasworm, 2010). As a result, their perceptions of higher education change as they build their careers, take on positions in their communities, and their family grows.…”

“…This recognition is significant for implications to four-year research-intensive universities because three quarters of adult students attending two-year institutions transferred to four-year institutions to earn baccalaureate degrees (Cuseo & Farnum, 2011;Kasworm & Blowers, 1994), many of these are predominantly White institutions. Also noteworthy is that adult learners have experienced more limited opportunities to access research universities (Kasworm, 2010).…”

“…Many adults enter or re-enter college as a result of a significant life event, such as divorce, forced or voluntary change in career path to compete in the job market, or a hope towards an improved quality of life for themselves and their families (Kasworm, 2010(Kasworm, , 2010aKasworm, 2005;Kazis, et al, 2007;McKinnon-Slaney, 1994;Rice, 2003;Samuels, Beach, & Palmer, 2011;Stoel, 1980). Other reasons adults attend college may be very personal and internal (Kasworm, 2002), such as being a role model for their children or following through on a set goal instilled in them by family influence or motivation.…”

“…Other reasons adults attend college may be very personal and internal (Kasworm, 2002), such as being a role model for their children or following through on a set goal instilled in them by family influence or motivation. They weigh the pros and cons of why and when to enroll or return to college, and the potential sacrifice and rewards from the outcomes (Kasworm, 2010). With fulltime jobs and family responsibilities, adult students have limited involvement in the collegiate environment (Kasworm, 2010).…”

“…Adult students make up a growing, diverse population in higher education (Kasworm, 2010;NCES, 2012). It was predicted that by 2015 adults would eventually surpass in numbers the traditional college student (National Center for Educational Statistics, 2006).…”