A Jeanne Site
A Jeanne Site
Western Social Science Meetings
California State University, Dominguez Hills
University of Wisconsin, Parkside
Latest update: March 27, 2000
Faculty on the Site.
- Theory by Shana Hindman and Jolanta Smith, of UWP
- Case Studies, by Jolanta Smith and Shana Hindman, of UWP
- Others Join in the Process Text:
- "I didn't think I would ever return to College"
by Donald Freeman, CSUDH"I am living this myself" by Renee Beck, UWP
by Dawn Parrish, UWP- Survey and Interview Schedule for UWP Data
- Analysis and Conclusion on UWP Case Studies, by Jolanta Smith
and Shana Hindman, of UWP- Characteristics of Lifetime Learning, by Marlene Boykin, of CSUDH
- Others Join in the Process Text:
- Shouldn't Lifetime Learning Reflect the Joy of Learning?
by Valencia Ross, CSUDH- Isn't Something Missing Here?
by Tawona L. Nicholson, UWP- The Text, the Paper Itself
Part of Teaching Series
Copyright: Jeanne Curran and Susan R. Takata, March 2000. "Fair Use" encouraged.
The final text will be put together over the next couple of weeks. This is our first experience at writing together across the country.
Jolanta Smith sent some of this already. Please disregard that and put this up on Habermas
During February 2000 we began interviews with seven participants from the University of Wisconsin-Parkside and Medical College of Wisconsin ranging in ages from 27 to 82. The five females and two males participated by auditing classes, pursuing B.A. degrees, or at a graduate level. The interviews focused on background information, goals, and attitudes toward higher education in general. The interviews showed common attitudes towards lifelong learning among the differenet generations. We used four categories to show distinct differences between age groups.
These attitudes all fit into the many theories regarding adult learners proposed by psychologists and sociologists. Maslow's structure of needs fulfillment seems to be very apparent in our adult learners. Knowles' theory of andragogy, defined as "the art and science of helping adults learn" uses a five-point model to help educators facilitate satisfying experiences for these learners. (Merriam & Cafferella, 1991, p.249) These five points bear listing as characteristics of our interviewees. The points are (1) Maturity moves the self-concept from dependency to self-directed. (2) A large volume of experience offers a resource of learning. (3) The readiness to learn is based on developmental tasks from social roles. (4) Perspective has changed from future application to immediate application of knowledge. (5) Motivation comes from internal rather than external forces. (Merriam & Cafferella. 1991)(Knowles.1984) Knowles is a humanist and "humanistic theories have the potential for designing a true learning society, since there is a natural tendency for people to learn and tdhat learning will flourish if nourishing, encouraging environments are provided."(Merriam & Caffarella.1991.p.134) Habermas encourages discourse and feels acceptance is essential to learning and life in general. Goffman is a favorite because he addesses the numerous roles played in life and certainly non-traditional students find themselves entangled in many demanding roles. Marx uses conflict as his basic theme and certainly there are conflicts in moving from uneducated to educated. While most of the theories apply to nearly all non-traditional students at one time or another, we have applied specific theorists to each of our categories for this paper.
Steve, 82, and Frances, 76, comprise the first category. The obvious reason for thir not pursuing a higher education in their youth was the historical depression of the 1930s. The primary reasons for attending a university at this time are self-satisfaction, self-esteem, and short-term goals. This is a perfect example of Maslow's theory on hierarchy of needs. They have already achieved four of the levels including food, safety, belonging and peer-approval. They are striving for self-actualization, which is the fifth level. They also use education for social interaction and daily living satisfaction. Mezirow's interpretation of Haabermas's perspective transofrmation shows Steve and Frances have acquired competence in new roles and "competencies required to master productive tasks associated with controlling and manipulating the environment."(Mezirow.1991.p21)
Mick, 52, and Jan, 59, comprise our second category. While neither have positive parental influences toward higher education, they have drawn from social norms and standards for higher self-actualization. Mick and Jan are the self-directed learners of humanistic theorists who have accessed alternative perspectives for understanding their situations and acting on those understandings. They have new directions and meanings in their lives that facilitate their desire for educational goals. (Mezirow.1981) Both have used their internal motivation to propel them toward those goals.
While ethey appreciate support, they are not dependent on external forces for achievement. They feel more comfortable in their roles than some of the younger non-traditional students, partly because they may not have as many roles to fulfill.
Colleen, 42, and Kari, 39, comprise the third category. Goffman's theory that we are actors playing different roles in society definitely applies here. In Colleen's case, she has a role as a mother, wife, student, and employee. These roles are leading her toward her ultimate goals including acquisition of a profession and financial rewards. Kari's roles include mother, wife, student, and volunteer. Her goals are much the same as Colleen's except she also needs social recognition of achievement. These women have more time limitations than our previous groups and suffer more stress as a result. Shakespeare says it best:The rest of the story Shakespeare's quote: All the world's a stage. And all the men and women merely players. They have their exits and their entrances; And one man in his time plays many parts.. As You Like It, Act 2, Scene 7
Marcey, 27, is our fourth category. Marcey embodies some of Marx's conflict theory. The powerful institution i.e. the university sets the standard for the student i.e. the powerless. Marcey began college as a traditional student. However, being a non-conforming, free-spirited student results in her ultimate expulsion. The one-year probation allowed her to evaluate her attitudes and acknowledge that she needed to conform to institutional norms and standards, in order to graduate and obtain employment. She is well on her way to achieving her goal.
As a whole our interviewees had common attitudes and links that include: the attainment of a degree, little parental support for higher education, importance of formal and informal education, and strong personal motivation toward their goals despite barriers.
I put up a summary of Marlene'e approach today. She is actually concerned with the "older adult," meaning here fifties and sixties. She will reflect the gerontological approach to lifetime learning, and will add theory on that. And Valencia Ross has already done some of the coordination for us by discussing the extent to which all that we are describing as characteristics and needs of "older adults" are in fact essential to good learning throughout our lifetime.
- Case Study #3, march 24, 2000
Jan, age 58, was born 5/19/41 in St. Louis, Missouri. She has an older brother and sister who do not have college degrees. Her brother did get his GED at an older age. Both her mother and father were born in St. Louis also. Her mother earned a nursing degree, registered nurse, and her father had his high school diploma and was a baker. Jan took typing and shorthand in high school and worked as a secretary after high school. She did not think about college as an option since none of her friends or her parents encouraged it. She was married 5/13/67 at the age of 25. When she and her husband moved from St. Louis to Wisconsin in December 1969 their friends changed and they began to realize that college was an important goal so she and her husband began saving for their children's education even before they had any children. They have a son and a daughter. When the children went to school Jan went back to work as the school secretary and stayed at that job for fourteen years. It was ideal since she had the same holidays as her children and could take them home from school each day. While she is not presently working, she does volunteer at the Habitat for Humanity office three mornings a week. She has volunteered with them for four to five years. Both of her children went to college and are now working on their masters' degrees. In 1989 Jan took the entrance exam for college placement and began with a few classes. She developed cancer and had to take some time off but came back full time in 1995. Her graduation date is May, 2000. Jan feels much closer to both of her children since starting her college education. It has been an "extra" benefit she enjoys. Her goals for the future include working in the field of gerontology and beginning her masters' studies in the spring of 2001. She plans to continue taking computer classes for constant upgrades on that technology. She really feels that education should be continuous for everyone. "It helps your mind stay fit. It uses muscle. What can it hurt? People are silly if they vegetate." Jan does not feel there are any major drawbacks although she admits she cannot relate the same with old friends who have never gone on to school. When asked about the importance of a support system she did not feel it was important. She does not feel any prejudice from traditional students but does enjoy sharing college experiences with other non-traditional students.
- Case Study #4 March 24
"Mick", age 52, was born 3/17/47 in Plymouth, Indiana. He has two older brothers and a younger sister. His mother was born in Chicago, IL and his father was born in Bremen, Indiana. Neither of his parents went to college. His mother graduated from high school and his father only had an eighth grade education. His dad still owns his own business and his mother is the bookkeeper for their operation. Mick's parents were not interested in further education and did not really encourage it with their children. Mick has two sons; the older son just graduated with a degree in geology and the younger one hopes to attend college in the fall. Michael attended Ball State University after high school graduation but soon entered the Air Force where he was a corpsman. When he was discharged, he went to school again and earned a BS in nursing from the University of North Dakota in 1974. The university offered a new program for dual licensure as a Nurse Practitioner/ Physicians Assistant and he completed that in 1975. He was active as a PA in rural North and South Dakota until 1980 when he enrolled in a one-year residency at the Los Angeles County Hospital. This one-year tract gave him exposure to massive emergency room training. In 1993 he decided to enroll for his MD degree. In January of 1994 he became a student at Saba University, Sabe, Netherlands Antilles. He graduated with a BS in Medicine in June of 1996 and returned to the US for his clinical rotations and residency. He will graduate from the Medical College of Wisconsin Affiliated Hospitals Family Practice Residency, St. Mary's Hospital, Racine, WI in June of 2000. Mick returned to college for additional latitude in the medical field. He has now worked at all levels of medicine from orderly to MD. He continues to learn each day and has never regretted any educational goals he set. While he has many interests and ideas for the future, his immediate goal is to "survive long enough to pay off my student loans." His next goal is to receive a Masters in Public Health. He also plans on sharing his practice in less developed nations and has already spent six weeks in Macedonia at one of the refugee camps during the Kosovo turmoil. Mick feels that anyone who does not get an education is missing so much. Learning need not be "formal" but growth is necessary and "so much fun." He feels there are no real drawbacks to education but understands that perceived ideas including "medicine takes too long at 11-14 post graduate years" might hinder some people. In truth it is all worth it. While a strong support system from one's family is welcomed and appreciated, it is not necessary to have that system in order to succeed. It certainly is more rewarding when everyone is "pulling for you" and it heightens performance but the bottom line is the individual's commitment to the goal.
- Case Study #5 March 24
Colleen, age 42, was born 10/13/57 in Cleveland, Ohio. She was the youngest of 4 girls. Colleen's mother was born in Walnut Ridge, Arkansas. Her mother married at 19 and did not graduate from high school until she was 47. She then went on to receive and AS degree in restaurant management and culinary cooking. Coincidentally, she graduated with an AS at 51 the same year Colleen graduated from high school. Her father was born in Flint, Michigan, graduated from high school, received his BA in engineering and then earned his masters' degree as an engineer. Colleen graduated from high school and was married shortly after that. She has two sons: a 21 year-old who is a freshman in college and a 20 year-old who is a junior. Colleen's parents were always supportive of college and were disappointed when she married so young. Colleen has worked in the restaurant industry from waitress to manager since she was sixteen years old. She started at the University of Wisconsin-Parkside at the age of 37 because of her life-long interest in law. Her goal is to graduate in December 2000. In October of 2000 she plans on taking the LSAT exams. If she passes, she will attend law school. Throughout her years at Parkside, her professors have had a positive influence on her. She is weighing the idea of becoming a professor rather than entering law or combining the two interests. Her years at the university have been rewarding. The only drawback Colleen has found is the lack of time and money " the cost associated with school including books, time taken away from work.." Colleen feels education is important for good job placement, and security in employment. "In today's competitive world, an older person must use every asset to compete with the younger competition." Colleen feels a support system is necessary. She receives much of her support from other non-traditional students, co-workers, her parents, her sisters, and her present husband. Colleen appreciates her husband's support because her former husband was not supportive.
- Case Study #6 March 26
Kari, age 39, was born 11/18/60 in Milwaukee, WI. She is one of four children. She has one older sister, and a younger brother and sister. Kari's father was born in Milwaukee, WI. He dropped out of high school but went for his GED when he was 40. Kari's mother was born in Superior, WI. She graduated from high school, got married, and had a family. At about the age of forty, she went to nursing school and received her degree, RN, when she was 45. She has been in the nursing field since then. Kari graduated from high school and took a job as a money counter for four years. Kari married 4/28/84 when she was 23. She worked for an accounting firm in customer accounts and as a wire operator after marrying. When she had her daughter she took time off from work until her child was 6. Her daughter is 13 now and they already talk about college. Kari worked as a clerk for two years where she eventually noticed she was being passed up for promotions. She confronted personnel about this issue and was told that "she would go nowhere with the company with the educational background she had." Kari became "motivated" to go for her BA and started school at 34. She plans on graduating in December 2001. After graduation her goal and ideal job would be to work ending illiteracy. She is committed to this cause and volunteers faithfully 60 hours a month in the winter and more in the summer. Kari feels "education is extremely important and has made a difference in my life." The only drawback she has found in her educational goals is the lack of support from her parents and siblings. Kari's parents never encouraged her toward higher education because they felt secretarial training was plenty. Her parents felt "getting married is a woman's goal." Kari's siblings do not like to discuss her current path and even ridicule her for her attempt. Kari's husband supports her "just as long as it does not interfere with his schedule." These facts cause considerable scheduling problems for a balance between home and school. Kari does have support from her daughter, her friends, and non-traditional students at UWP. She relies on this support system and wishes the rest of her family could be more supportive for her emotional comfort.
- Case Study 7, March 26
Marcy, age 27, was born 4/16/71 in West Allis, WI. She has a younger brother. Her parents were both born in Milwaukee, WI. Both of per parents graduated from high school and have had some college. Her mother is a legal secretary and her father is in railroad management. Marcy's parents have always encouraged her to get a higher education. Marcy graduated from high school and started attending the University of Wisconsin-Parkside. After attending for three years she was "kicked out." According to Marcy it was because she "partied way too much." She had to wait a year before she could resume her studies. She is hoping to graduate in December, 2001. Marcy's reason, initially, for attending college was "just to get a job." Her goal now is to become a homicide detective. In the meantime, she is working part time at two jobs to finance her education. One drawback Marcy found while attending UWP was that she was too immature and did not take school seriously. She now takes her education seriously and feels "everyone needs an education." Asked about her support system, she says her family and friends are the major reason she is back in school today.
"In our study we had found historical events had an influence on some of the participants towards the outcome of obtaining a higher education. The time period an individual has grown up in, has an influence on molding the attitudes toward education. For instance, as late as the 1970's women in this time period were raised to finish high school,get married, and have children. If a higher education did come into the picture, women were encouraged to study secretarial skills, nursing, teaching etc. to fill women's occupations that society set as a standard. Definite roles were set for both men and women for expectations of obtaining an education, throughout this time period.We found in our case studies various reasons why people returned to further their education. Steve and Frances returned for a sense of purpose in their life. Education has become their avenue to expressing their creativity and in turn gives them self worth. Jan and Mic furthered their education for personal achievement and enrichment. Colleen and Kari returned to obtain a degree which allows them an opportunity to achieve a career with social and personal acknowledgement. Marcey is pursuing an education in order to get a good paying job. All of our participants felt higher education was an important element in their lives.
One common thread that ran through the case studies and survey was a need and importance for a support system. We compared the participants, their parents, and the participants children and the level of support they received in pursuing a higher education. We found that 71%, or 5 out of the 7, participants received no support. Whereas the participants children all received encouragement and support resulting in 77%, or 10 out of 13, graduating college. A support system in the home has a very positive effect on nontraditional students attaining a higher education. Support coming from friends, other students, coworkers, or employers is very important, if the support does not come from home. In our case study and survey, a support system played a key role in nontraditional students achieving their goal of a higher education.
When we asked Steve for his words of wisdom and thoughts on education, he used this analogy, 'When people asked Picasso if he copied other artists, he said sure, but the only time its bad is when you copy yourself. Thats what life is, if you keep doing the same thing nothing changes.'"
The site and our work over distance provide us with the opportunity to join in the academic discourse, as the paper is developed. Here are some of the contributions coming in.
From: Donald Freeman
Love 1A and Juvenile Delinquency
Prepared
I didn't think I would ever return to College after I left Oklahoma State to play professional baseball. But then I got married and had two children. Job security and financial security took on new meanings. I am fortunate to have a wife who values education and supports my efforts even when I'm taking a full load of courses, working full time, and coaching. We both want to show our daughters that education is important for giving you choices in life. We want to lead by example. If I want to talk the talk about going to college, I must walk the walk.
This seems like such a small exchange, as though it hardly matters. So I am grateful for this chance to illustrate how much Donald's message contributed to my understanding.
First, I now have a context into which to fit Donald. He's no longer just another student. He is someone who chose an acclaimed path to success, and now, later, has returned to education. He is following the site material, and reading the preparations I particularly emphasizd for producing a genuine piece of scholarship while pursuing your degree. And he responded to the material with a bit of personal history that lets me situate his values and goals with respect to his education.
Second, I have no face to go with this story. I need one. I'm an artist. I want an image to go with the story. I also want to be able to say hello to Donald when I see him. I want to follow his progress when I see him later, after this class is over. I want to create a social bond that strengthens both our commitments to learning and education. I want you to know him. That matters to our development of a community of learning on this campus.
Third, I see how difficult it is, what I've asked of you as students. Donald's message would have meant very little to my assessment of his learning, without my willingness to complete the meaning by my acceptance of the offer to bond. If I were to say "A for that assignment," I should be hard pressed to defend that A, until the whole dialog was completed by my expression of having heard in good faith what was said.
Donald's message makes me see the extent to which intersubjectivity, interdependence, interactivity have become a part of my teaching. How difficult it must be to send out a message, like an anchor thrown out into reality, to see how it will be received, knowing that the meaning also depends on the other, to whom you are sending the message. Mine is the easier part. I know that I must be there to give my part of the meaning. But I have the experience of all 255 of you. You have only your own dialog with me.
I hope that analyses like this will help. Here is a major example of why process texts are so important. Only through sharing all these perspectives can we gain a sense of how this process works, and of how to adjust it to our needs. And those needs include how to fit higher education reasonably into the life of the returning student, how to let students at many different stages of their lives hear each other, share with each other, enrich their own education. Perhaps if we can manage this project, we can all of us share in lifetime learning.
I also agree with the case study that was done on Colleen. I have also experienced a hardship on how to deal with lack of time and money. When you have to deal with a family and money priorities, sometimes, although we do not want it to be this way, school can sit on the back burner. All of the case studies do focus on a supprt system which for the most part I possess. But although my daughter and fiance support my decision in school, sometimes it can be a tug of war seeking the time to give to them as well as my studies. I think not only Donald and I agree on this, but a lot of people in our situations also experience this conflict. With our professors as a positive influence and the school support, we will be able to get through this.
Renee Beck
Dawn Parrish
I read through the process text, and I found the Lifetime Learning related to me personally. I am a non-traditional student, and in December I will be the first in my family to graduate from college. Unlike some of the other case studies my family has been very supportive of me, and if I did not have the support from my husband I do not believe I would have been able to accomplish my goal.
Martha
We have changed the format, because all of us got tired of clicking back and forth from questions to answers. So now there's just one answer sheet, with all the answers on it. But it's important to read all the questions and answers because that's how you discover why the answers that weren't selected were not selected. That's part of what we would have covered in lectures. Now we get to use that time to talk to each other about the ramifications of each answer. In talking with us, instead of us lecturing to you, the information is better processed for you to use it. Also, it helps us see what is confusing you, and how better to help you understand the important concepts of the course.
In the Pass or Prepared? we are trying to lead you to habits that will continue to be profitable when your teachers are no longer there. Readers' Digest used to offer vocabulary quizzes in every issue. No need to turn in answers. No need to ask for guidance. The quiz and the answers were there. And by taking the quiz each week, you managed to keep increasing your vocabulary. No medals. No rewards, just the knowledge that your vocabulary continued to grow. Lifetime learning.
But we are also aware that you will not develop these habits of quizzing yourself, and enjoying the inclusion of the answers, without some practice. To the extent that we treat learning as something that teachers must enforce, many of us will not assume the responsibility on our own for continuing our learning once we're out of school. That suggests that we are harming you by policing your learning, and by not developing with you strong habits in your intrinsic motivation to learn. Dear Habermas is designed to provide you with a source for lifetime learning. We hope that Tawona will come back to the site long after she has graduated to test her own learning, and will be grateful to have the quizzes and answers there for her enjoyment in lifetime learning.
jeanne
"LIVE & LEARN"
Cindy Dunk
This survey is a profile of nontraditional UWP students and their attitudes towards life long learning. Results of this survey will be used in a paper submitted to the WSSA meetings. Surveys are confidential. Students age 24 and under are excluded from survey.
- How old are you? __________
- What is your sex? Male__________Female__________
- Marital status? Married_____Living with someone_____Single_____Divorced_____ Widowed/Widower_____
- Employment: Full time_____Part time_____Volunteer_____
- Are you a: New Student_____Transferring student_____Returning student_____
- Class: Freshman_____Sophmore_____Junior_____Senior_____Other_____
- Declared Major___________________Undecided____________________
- Full time student__________Part time student__________
- How many years have you been attending college_______________
- Anticipated graduation date____________________
- Tuition payments made by: Self_____Employer_____Self and Employer_____Financial Aid_____Scholarships_____Parents_____Other_____
- Attitudes that affected enrollment: Age inequity_____Financial concerns_____Learning issues_____Other_____
- Do you have a support group: Family_____Friends_____Employment_____Other______
- What is your satisfaction level on returning to the learning enviroment: (ranking 1 as the lowest and 5 as the highest) 1 2 3 4 5
- Should there be avenues to obtain credit for life experiences: Yes__________No__________
- Why did you return to college (please check all that apply) Degree_____Personal enrichment_____Job Opportunities_____Other_____
- List any special challenges encountered as an adult student.
INTERVIEW SCHEDULE FOR CASE STUDY
- Name (give a choice to be anonymous)
- Date and Place of Birth
- Siblings
- Marital Status
- Children, and their Educational Background
- Parent's Birth Place and Educational Background
- Did Parent or Parents Discuss or Encourage Higher Education
- Occupations Pursued to Date and Background Information
- Date and Reason for Returning to School
- Date of Anticipated Graduation
- Goals for Future
- Feeling about Education (i.e. importance, self fulling, fun)
- Draw Backs
- Does Student have a Support System
- Importance of Support System and Identity of that System
Life Review: Looking back, reminiscing, using memories for enjoyment, for instruction of the young, or for restoration of self esteem -- common experience among older adults.
Put past lives into a perspective that incorporates new events. Life review - we must maintain continuity with the past, we must integrate these later stages of life into our perceptions of self, and we must understand the past in light of new situations.Creativity and Intellectual growth -
natural human process, not dependent on special talents, and using whatever is available. As a process creativity represents the interaction between the individual and the materials events people or circumstances of their lives.
intellectual growth is a matter of both acquiring new knowledge and of reprocessing what is known in the light of experience. Both processes open great opportunity to older adults.
Curiosity is a basic human drive. And learning is a way of life. At all levels. Process of learning is for most people pleasant and leads to a new and rewarding active life.