Age and College Completion: A Life-History Analysis of Women Aged 15-44

Jacobs, Jerry A.; King, Rebecca

doi:10.2307/3090266

Cited by 103 publications

(110 citation statements)

References 39 publications

Supporting

Mentioning

101

Contrasting

Unclassified

Order By: Relevance

“…Jacobs and Berkowitz (2002), by means of a life-history analysis of US women aged 15-44, find that women over 25 years old are at disadvantage for completion of their college degrees. The effect mainly consists of low completion rates and it is attributed to their part-time enrollment.…”

Section: Agementioning

confidence: 99%

Educational opportunities and academic performance: A case study of university student mothers in Venezuela

Pinilla

Muñoz

2005

High Educ

View full text Add to dashboard Cite

Abstract. The transformation of universities from elite to mass models in developing countries has given the opportunity to new social groups to participate in higher education. As a part of this process, diverse groups of students have benefited in different ways from the equal educational opportunities offered to them. In this paper, we approach the problem of institutional efficiency versus social inclusion in a developing country through the case study of the academic performance of a social group of recent participation in a public university in Venezuela, especifically that of student mothers in the Universidad de Los Andes.This work investigates how student mothers make use of the educational opportunities opened to them and how their academic performance is affected by their particular life circumstances. Evidence shows that the academic performance of student mothers is lower than that of other groups of university students. In practice, student mothers participate as part-time students, although this category is not officially recognized by most Venezuelan public universities. Almost all the life circumstances of student mothers negatively affect their academic performance. The only circumstance that contributes positively to the performance of a student mother is the help provided by her extended family in taking care of her children. The fact that student mothers are able to participate in higher education is mainly due to the help they receive from their extended family. This is a distinctive cultural feature associated to this social group in the context of a developing country such as Venezuela.

show abstract

Section: Agementioning

confidence: 99%

Educational opportunities and academic performance: A case study of university student mothers in Venezuela

Pinilla

Muñoz

2005

High Educ

View full text Add to dashboard Cite

show abstract

“…Because we focus on formal schooling bounded by entry into kindergarten through completion of college, we do not consider research on gender differences in very early childhood and preschool (see Kraft & Nickel 1995 for a review) or continuing and adult education (Jacobs & Stoner-Eby 1998;Jacobs & King 2002). We focus on U.S.-based research, but incorporate literature from other industrialized countries and cross-national research where noteworthy.…”

Section: Introductionmentioning

confidence: 99%

Gender Inequalities in Education

2008

View full text Add to dashboard Cite

The terrain of gender inequalities in education has seen much change in recent decades. This chapter reviews the empirical research and theoretical perspectives on gender inequalities in educational performance and attainment from early childhood to young adulthood. Much of the literature on children and adolescents attends to performance differences between girls and boys.Of course achievement in elementary and secondary school is linked to the level of education one ultimately attains including high school completion, enrollment in post secondary education, college completion and graduate and professional school experiences. We recommend three directions for future research: (a) interdisciplinary efforts to understand gender differences in cognitive development and non-cognitive abilities in early childhood, (b) research on the structure and practices of schooling, and (c) analyses of the intersectionality of gender with race, ethnicity, class, and immigrant statuses in creating complex patterns of inequalities in educational experiences and outcomes.4

show abstract

“…Nonetheless, the literature points to several primary challenges that could be informative for those who have adult female students in their classroom or as their consultants and mentees, to better understand this particular group of students. Agar, 1990;Bauer & Mott, 1990;Bell, 2003;Benshoff & Lewis, 1992;Benshoff, 1992Benshoff, , 1993Chartrand, 1990;Compton, Cox, & Laanan, 2006;Crawford, 2004;Cross, 1980;Dill & Henley, 1998;Ely, 1997;Huston-Hoburg & Strange, 1986;Justice & Dornan, 2001;Kasworm, 2003;Kennedy, 2003;Klein, 1990;Krager, Wrenn, & Hirt, 1990;Lin & Wang, 2015;Lundberg, 2003;Mallinckrodt & Leong, 1992;McGivney, 2004;Muench, 1987;Puryear, 1988;Thon, 1984;Yarbrough & Schaffer, 1990) Studies of Female Adult Students (e.g., Anderson & Miezitis, 1999;Backels & Meashey, 1997;Carney-Crompton & Tan, 2002;Coker, 2003;Furst, 1991;Home, 1993Home, , 1997Jackman, 1999;Jacobs & King, 2002;King & Bauer, 1988;Kirk & Dorfman, 1983;Leavitt, 1989;Novak & Thacker, 1991;Padula, 1994;…”

Section: Findings From the Literature Reviewmentioning

confidence: 99%

“…Since this student group reports family commitments as a major reason for not completing their degrees (McGivney, 2004), whether they get support from family would affect their decisions and process of continuing an education. In other words, a lack of support from spouses/partners and/or other family members would impede female adult students' educational process (e.g., Jacobs & King, 2002;Kasworm, 2003;Leavitt, 1989;McGivney, 2004). Plageman and Sabina (2010) examined the relationship between family members and female adult students www.ccsenet.org/hes…”

Section: Family and Social Supportmentioning

confidence: 99%

Barriers and Challenges of Female Adult Students Enrolled in Higher Education: A Literature Review

Lin¹

2016

HES

View full text Add to dashboard Cite

The present study is a review of the literature concerning the barriers and challenges of female adult students enrolled in colleges and universities in the United States. Findings indicated that the commitments of multiple roles, lower level of self-confidence, and insufficient family and social support were the most significant variables related to the barriers and challenges of this population. Suggestions and implications of assisting this student group are discussed. The purpose of the current study is to raise people's awareness and to understand the difficulties female adult students endure. It is also expected that family, peers, schools, and communities will offer more help to this special student group.

show abstract

Age and College Completion: A Life-History Analysis of Women Aged 15-44

Cited by 103 publications

References 39 publications

Educational opportunities and academic performance: A case study of university student mothers in Venezuela

Educational opportunities and academic performance: A case study of university student mothers in Venezuela

Gender Inequalities in Education

Barriers and Challenges of Female Adult Students Enrolled in Higher Education: A Literature Review

Contact Info

Product

Resources

About