Exploring the Persistence of Adult Women at a Midwest Community College

Cox, Elizabeth M.; Ebbers, Larry H.

doi:10.1080/10668920802545088

Cited by 25 publications

(34 citation statements)

References 6 publications

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“…As Study Two found, "FiF students come with capacities and capabilities that can be harnessed for success" (O'Shea et al 2017, p. 204), while in Study One "participants stressed the importance of not taking a deficit view of the students but instead recognising their considerable strengths in terms of experience, commitment and resilience" (Stone, 2017, p. 28). Similarly, Cox and Ebbers (2010) reported how older learners are a unique cohort that "bring with them different and multiple experiences, roles and responsibilities than those of traditional age students … experience different transitions … and have a different focus" (p. 241).…”

Section: Acknowledging Their Prior Experiences and Strengthsmentioning

confidence: 99%

Older, online and first: Recommendations for retention and success

Stone

O’Shea

2019

AJET

104

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The university student population in Australia contains increasing numbers of older students returning to learning after a significant gap in their educational journey. Many are choosing to enrol online to combine their studies with other time-consuming responsibilities. This article examines the nature of this online student experience with a focus on those aged 25 and over who are the first in their families to embark on university studies. Drawing on interviews conducted with both staff and students operating in this virtual space, as well as other related research and literature, this article offers recommendations to higher education institutions and educators on ways to improve retention and ongoing participation of this cohort.

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Section: Acknowledging Their Prior Experiences and Strengthsmentioning

confidence: 99%

Older, online and first: Recommendations for retention and success

Stone

O’Shea

2019

AJET

104

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“…Cox and Ebbers (2010) identify how the challenges faced by female students are often 'social in nature' (p. 241) derived from the responsibilities of being a caregiver and also, student. Learning is frequently coordinated around the responsibilities of caring for family and the home place; this can be a fragmented experience as the women move between the 'greedy institutions' (Acker, 1983) of family and university.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Te Riele (2004) argues that exposure to risk can be mediated by access to 'social and material resources' (p. 254) so for those students who are first-in-family or from economically disadvantaged backgrounds, the perception and possibility of risk is arguably exacerbated. Some of the risks associated with this 'second-chance' journey (Giles, 1990) may include rupture with existing social and family networks (Brine & Waller, 2004;Stone & O'Shea, 2013), the difficulties of managing competing demands (Cox & Ebbers, 2010;Stone, 2008), emotional and financial challenges (Cox & Ebbers, 2010;Hinton-Smith, 2009) as well as the risks associated with managing identity formation (Johnston & Merrill, 2009). …”

Section: Literature Reviewmentioning

confidence: 99%

“…For older students, this return to education is both structured and motivated by work, family, life transitions and social roles (Merriam, 1994), such contributing factors can result in different attitudes to learning when compared to the younger cohort. As Cox and Ebbers (2010) explain: …adult students bring with them different and multiple experiences, roles and responsibilities than those of traditional age students…experience different transitions…and have a different focus. ' (p. 241) Many of these adult returners are women and in some countries, women outnumber men in higher education institutions (Wakeling & Kyriacou, 2010).…”

Section: Introductionmentioning

confidence: 99%

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“I generally say I am a mum first...But I’m studying at uni”: The narratives of first-in-family, female caregivers transitioning into an Australian university.

O’Shea

2015

Journal of Diversity in Higher Education

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The university student experience is both evolving and diverse. Increasing numbers of older students are accessing universities worldwide, and also access for student equity groups is a key policy driver in countries such as the United Kingdom, Australia, United States, and others. However, among this change and flux, how individuals manage their transition into this environment with reference to new and existing identities is worthy of further exploration. This article draws on 2 separate but complementary Australian research projects that explored the experiences of students who had all commenced university after a significant gap in learning. The participants that feature in this article are all female caregivers who also identified as being first-in-family to come to university. The article seeks to explore how the women managed this move into this tertiary environment and also the ways in which student and caregiving identities interacted. The article presents narrative vignettes derived from the collective voices of participants, each of which explores key facets of this return to learning.

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“…Their inherent risk factors include being older, attending school part-time, and often being the first person in their family to attend college. These factors contribute to the low completion rates (Bragg, 2001;Brint, 2003;Cox & Ebber, 2010;Fike & Fike, 2008;Garza & Landeck, 2004;Hawley & Harris, 2006;Nakajima et al, 2012;Wirth & Padilla, 2008). Additionally, unlike universities, community colleges are commonly open-door institutions.…”

Section: Context and Backgroundmentioning

confidence: 99%

exploration of persistence among successful low-income students in North Carolina

Wylie¹

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Community colleges serve as entryways to higher education and a sustainable future for tens of thousands of students in the United States each year and are designed to provide affordable access to education, particularly for lower-income individuals. Within the United States, postsecondary student completion is a significant issue in academia, and it presents problems of greater societal consequence. Community college students face numerous inherent risk factors, and barriers and institutions provide student support services and intervening programs to help students overcome barriers to persistence. Therefore, the purpose of this Interpretative Phenomenological Analysis (APA) study was to understand the experiences of successful lowincome community college students at one of the 58 two-year, public community colleges in North Carolina. This study was a guided by this research question: How do low-income community college students who are within six months of completing their degrees make sense of and explain their academic success? By helping colleges understand which services and interventions are effective at strengthening the success of lower-income students, this study informs the provision of support systems in place for low-income community college students and helps student services practitioners create and enhance programs that will help low-income students stay in school and graduate. This study shows that the imprint of growing up lowincome ultimately impacts students' postsecondary choices and their reactions to barriers jeopardizing their ability to persist. This study also affirms the importance of supportive relationships and the impact of positive institutional support systems.

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Exploring the Persistence of Adult Women at a Midwest Community College

Cited by 25 publications

References 6 publications

Older, online and first: Recommendations for retention and success

Older, online and first: Recommendations for retention and success

“I generally say I am a mum first...But I’m studying at uni”: The narratives of first-in-family, female caregivers transitioning into an Australian university.

exploration of persistence among successful low-income students in North Carolina

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