Award Date

5-1-2019

Degree Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Educational Psychology & Higher Education

First Committee Member

Stefani Relles

Second Committee Member

Gwen Marchand

Third Committee Member

Vicki Rosser

Fourth Committee Member

Shaoan Zhang

Number of Pages

130

Abstract

Women are juggling multiple roles such as mother, wife, partner and employee that could

intensify a complex transition process to a new role of college student (Lin, 2016; Noll, Reichlin, & Gualt, 2017; Veney, O’Green & Kowalik, 2012). The purpose of this qualitative study was to describe a transition process of women to a role of college student a to understand why they might not graduate. Sociocultural theory embedded within Schlossberg’s transition model assisted with understanding the transition process of moving-in, moving-through, and moving-out. A qualitative research design was employed to describe this complex transition process and to answer the question how do women experience the transition process? The study suggests the transition process occurred in two phases (i.e., Phase 1-Transition and Phase 2-Ebb and Flow). This study addresses the gap in the literature regarding knowledge about women’s transition process to a role of campus student.

Keywords

Adult age student; Adult learner; Adult student; Campus student; Mature student; Nontraditional student

Disciplines

Education

Language

English


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