Older Adults Earning University Credits: A Description

Hooper, Judith

doi:10.1080/0380127810060408

Cited by 10 publications

(7 citation statements)

References 4 publications

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“…In agricultural areas, the situation is even worse. Hooper (1981) reported that in the state of Wisconsin where "tens of thousands of persons are enrolled in higher education" (p. xx), there were only 72 persons aged 62 and older enrolled for credit.…”

Section: Contemporary Practicementioning

confidence: 97%

“…The few-reported studies in this area (e.g., Heisel et al, 1981;Hooper, 1981;Perkins & Robertson-Tchabo, 1981) suggest the following: (1) Individuals with relatively high educational backgrounds, at least high school education, are those most likely in their later years to enroll in university programs for the middleage and elderly; (2) Reflecting the psychological theories presented above, there appears to be a trend among the young old (ages 55 to 64) to seek knowledge applicable to their line of work, and a trend among the more elderly to seek more selforiented knowledge (such as courses in religion and the humanities); (3) There may be different learning preferences among men and women; (4) Self-reported data from older participants suggest much personal satisfaction with their educational experiences and ability to cope with academic demands; (5) There may be a certain amount of tension created between younger and older adults learning in the same framework, based on differences in motivation, tempo of learning and other factors; (6) University teachers are generally unprepared in terms of curricula, teaching aims and style to teach older adults by themselves or together with younger adults.…”

Section: The Princess and The Frog: Psychology Challenges A Stereotypementioning

confidence: 98%

“…The majority took courses in the arts and humanities, and reported satisfaction with their academic programs. Hooper (1981) gathered questionnaire data from 48 of the 72 older persons (62 and above) enrolled for credit on campuses of the University of Wisconsin. She compared their background characteristics with 139. older adults who were auditing classes at the same university but not receiving credit and a comparative sample of 99 older adults who were not studying at the university.…”

Section: The Princess and The Frog: Psychology Challenges A Stereotypementioning

confidence: 99%

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Higher Education for the Second Half of Life: The State of the Art and Future Perspectives

Jacobowitz

Shanan

1982

Educational Gerontology

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Section: Contemporary Practicementioning

confidence: 97%

Section: The Princess and The Frog: Psychology Challenges A Stereotypementioning

confidence: 98%

Section: The Princess and The Frog: Psychology Challenges A Stereotypementioning

confidence: 99%

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Higher Education for the Second Half of Life: The State of the Art and Future Perspectives

Jacobowitz

Shanan

1982

Educational Gerontology

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“…As the lifelong learning theme gained momentum (Vermilye, 1974) (Hooper & March, 1978;Hooper, 1981). Motivations for enrollment include personal satisfaction and intellectual stimulation (Kingston, 1982;Kingston & Drotter, 1983), with a tendency to choose course work in the liberal arts (Cross, 1982;Covey, 1982).…”

Section: ) For Others It Has Inspired Philosophical Questionsmentioning

confidence: 99%

What Next? Post-Graduation Preparation for College Students in the Third Age of Life

Butler

2004

The Journal of Continuing Higher Education

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This manuscript has been reproduced from the microfilm master. UMI films the text directly from the original or copy submitted. Thus, some thesis and dissertation copies are in typewriter face, while others may be from any type of computer printer.The quality of this reproduction is dependent upon the quality o f the copy submitted. Broken or indistinct print, colored or poor quality illustrations and photographs, print bleedthrough, substandard margins, and improper alignment can adversely affect reproduction.In the unlikely event that the author did not send UMI a complete manuscript and there are missing pages, these will be noted. Also, if unauthorized copyright material had to be removed, a note will indicate the deletion. Oversize materials (e.g., maps, drawings, charts) are reproduced by sectioning the original, beginning at the upper left-hand comer and continuing from left to right in equal sections with small overlaps. ABSTRACT The demographics of aging are stimulating a re-examination of many societal structures as they relate to and impact older adults. By the middle of the 2 1 st century, the demographics of aging, the large percentage of older adults with high school diplomas, and the evolving nature of retirement assure college population growth among those in the third age of life. Commitment of scarce educational resources to retirement aged adults prompts questions about potential benefits to society and exploration of the concept of productive aging. This qualitative study posed several questions: W hat happens to older adult college students after they graduate? Did their collegiate experience include post-graduation planning? If not, what type of planning would have been helpful? The purpose of the study was to identify the post-graduation transition needs of women over the age of 60-in the third age of life-and to offer a proposal for services to meet those needs. Twenty women between 60 and 88 w ere interviewed. Nine of them w ere students at the time of the interview and 11 possessed completed degrees earned after the age of 60. The study reveals that many older students either do not perceive the need for post-graduation planning at the time they are enrolled as students or do not have the energy to devote to it while concentrating on the rigors of ii Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. coursework. However, during the year of transition following graduation, a significant number experience a desire to discuss life after college with a trusted adviser or professor whom they perceive a s then unavailable to them. Directly related to current research on "the senior ye ar experience," this study recommends further exploration of a "senior year plus one experience." It also reveals older adult interest in post-graduation activities involving creativity, mentoring, research, service to the community, and intergenerational involvement. These data lead to a comprehensive proposal for services to older adults that begin with the ad...

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“…In a series of earlier papers Hooper, 1981;Hooper & March, 1978; we focused on analyses of demographic and environmental factors that may affect participation in higher education by older adults. These studies found elderly auditing students were younger, more likely to be married, and showed less variability in years of education than elderly nonstudents.…”

Section: Introductionmentioning

confidence: 99%

Cognition, Memory, and Personality in Elderly Students

Hooper¹,

Hooper

Colbert

et al. 1986

Educational Gerontology

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This paper reports the results of a study of three groups (N = 180) of students, ages 17-23, 37-43, and 61-80. The study was designed to assess the relative availability of Piagetian formal reasoning concepts at different ages in adulthood, and to examine performance patterns on standardized intelligence tests, logical reasoning, immediate memory span, and personality measures. Results indicated that although the elderly students' performance was generally adequate, their scores on various tests were significantly lower than those of their younger college peers. Reasons for these results, and their implications in view of the fact that the subjects were all successful university students, are discussed.

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Older Adults Earning University Credits: A Description

Cited by 10 publications

References 4 publications

Higher Education for the Second Half of Life: The State of the Art and Future Perspectives

Higher Education for the Second Half of Life: The State of the Art and Future Perspectives

What Next? Post-Graduation Preparation for College Students in the Third Age of Life

Cognition, Memory, and Personality in Elderly Students

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