{"id":64756,"date":"2022-09-12T01:27:00","date_gmt":"2022-09-12T05:27:00","guid":{"rendered":"https:\/\/world.edu\/?p=64756"},"modified":"2022-09-12T01:27:00","modified_gmt":"2022-09-12T05:27:00","slug":"heres-how-to-overcome-the-obstacles-faced-by-adults-returning-to-school","status":"publish","type":"post","link":"https:\/\/world.edu\/heres-how-to-overcome-the-obstacles-faced-by-adults-returning-to-school\/","title":{"rendered":"Here’s how to overcome the obstacles faced by adults returning to school"},"content":{"rendered":"

\"\"
\nSince the start of the pandemic, many\u00a0universities <\/a>\u00a0are reporting record amounts<\/a>\u00a0of applications for admission from adults\u00a0returning to school on a part-time or full-time basis while continuing to assume various responsibilities such as work, family and other obligations of adult life<\/a>\u00a0.<\/p>\n

Both college applicants and post-secondary institution officials cite the ability to take distance learning courses or the desire to rethink one’s career as reasons for this trend.<\/p>\n

However, it is unclear which adults, exactly, are returning to school, and what they represent demographically, or\u00a0how the pandemic has affected enrollment rates<\/a>\u00a0.\u00a0For example, according to\u00a0The Guardian<\/em>\u00a0, Australian universities have seen declining enrolment, clearly dependent on gender.\u00a0Indeed, the\u00a0number of female students fell by 86,000<\/a>\u00a0compared to that of their male counterparts, which fell by 21,200.<\/p>\n

Our research focuses on the changes that adult female students must deal with when they decide to return to university studies, and on the means that the institutions that welcome them can take to support their success.\u00a0Universities can do more than break down the barriers faced by mature students and, by extension, any learner whose path differs from that of the majority \u2013 that is,\u00a0students who are demographically underrepresented in universities<\/a>\u00a0.<\/p>\n

A path to independence<\/strong><\/h4>\n

According to a study of middle-class couples with two incomes, men who decide to return to school\u00a0<\/span>, for the most part, mention<\/span><\/a>\u00a0a desire for personal growth or professional advancement.\u00a0As for women, they are generally more likely to be motivated by their relationships or life events.<\/span><\/p>\n

These differences are important in that they reveal some of the difficulties that women face \u2013 such as the need\u00a0<\/span>to ease family responsibilities or obtain additional support<\/span><\/a>\u00a0.\u00a0These responsibilities \u2013 and the resources available to mature students to fulfill them \u2013 are influenced by a multitude of factors, such as social class or the presence of a disability.<\/span><\/p>\n

Returning to school can have significant\u00a0<\/span>personal benefits for women<\/span><\/a>\u00a0, including fostering a sense of autonomy and independence from traditional family structures.\u00a0In this regard, a\u00a0<\/span>study<\/span><\/a>\u00a0revealed that a higher education has the power to consolidate the identity of women and transform their vision of the world.<\/span><\/p>\n

The difficulties of going back to school<\/strong><\/h4>\n

Research has identified\u00a0<\/span>three main types<\/span><\/a>\u00a0of barriers that adult female students face in their journey:<\/span><\/p>\n

1)\u00a0<\/span>Situational barriers<\/span><\/strong>\u00a0refer to the conflicts that women experience when juggling multiple roles, such as full-time paid work, childcare, and caregiving responsibilities.\u00a0For example, when adult students who are mothers return to school, they often have to deal with certain social prejudices and questions from others,\u00a0<\/span>particularly with regard to their skills as \u201cgood mothers\u201d<\/span><\/a>\u00a0.<\/span><\/p>\n

Adult women who pursue higher education often find themselves immersed in a\u00a0<\/span>youth-dominated university culture<\/span><\/a>\u00a0and find that their own ways of participating in university life are stigmatized.\u00a0<\/span>Gendered ageism<\/span><\/a>\u00a0is observed in particular when women are considered too old to progress at the university level.\u00a0Adult female students may experience gender discrimination due to their (perceived) decline in ‘charm’ and social value with age.\u00a0Adult female students from the BIPOC (Black, Indigenous, or People of Color) community who attend college face correlated forms of discrimination as they must also\u00a0<\/span>struggle with systemic racism<\/span><\/a>\u00a0.<\/span><\/p>\n

2)\u00a0<\/span>Institutional barriers<\/span><\/strong>\u00a0\u2013 as Professor Xi Lin, a specialist in educational sciences, points out in her work \u2013\u00a0<\/span>refer to the challenges that family, loved ones, community members and university structures can pose<\/span><\/a>\u00a0.\u00a0Moreover, there is an overlap between situational and institutional obstacles if we consider the family and the universities both as social institutions.<\/span><\/p>\n

For example, adult female students may face gender-based discrimination in their interpersonal relationships.\u00a0Or discrimination based on ethnic origin when a study program is exclusive and does not reflect the knowledge and life of people from the BIPOC community.\u00a0Institutional barriers can also encompass gaps in accommodating adult students with disabilities.<\/span><\/p>\n

Most universities are not geared to the needs of learners who have to juggle multiple roles and commitments.\u00a0This state of affairs is reflected as much in the design of the programs as in the university or student services, which are offered only during \u201cnormal\u201d office hours.\u00a0However, studies have shown that\u00a0<\/span>when the logistics of study programs are modified<\/span><\/a>\u00a0to meet the needs of adult students, their results improve.\u00a0In some cases, this would mean extending the period during which students must complete their program, or even adapting the timetable for the delivery of courses according to the children’s school hours.<\/span><\/p>\n

3)\u00a0<\/span>Personal barriers<\/span><\/strong>\u00a0encompass factors related to individual dispositions, including fear of failure, attitude toward intellectual activity, and perceptions of ability to succeed.\u00a0Institutional and situational barriers can create a context in which mature students question their approach and their place in academia because they do not fit the image of the typical student.<\/span><\/p>\n

Break down barriers<\/strong><\/h4>\n

We suggest three ways to better support mature students during their university journey:<\/span><\/p>\n

1)\u00a0<\/span>Tear down the prejudices surrounding the presence of older students in the sphere of higher education<\/span><\/strong>\u00a0.\u00a0As a society, we must fight against gender ageism \u2013 in the same way that we condemn racism and all other forms of exclusion \u2013 in universities.\u00a0Gendered ageism is a form of exclusion that is still too little\u00a0<\/span>explored<\/span><\/a>\u00a0.\u00a0Universities need to expand their EDI (equity, diversity and inclusion) initiatives to include ageism as a form of discrimination that cannot be tolerated.<\/span><\/p>\n

2)\u00a0<\/span>Provide opportunities for mature students from all walks of life to participate in university life<\/span><\/strong>\u00a0.\u00a0In order to lessen their sense of not belonging to academia, mature students need spaces where they can cultivate a sense of community.\u00a0This may include developing networks or centers for building connections among mature students, in dialogue with existing university networks whose mission is to break down barriers and promote the inclusion of marginalized students.\u00a0These can be online spaces that can make life easier for mature students with busy schedules.<\/span><\/p>\n

3)\u00a0<\/span>Adapt program logistics to the reality of students juggling multiple roles<\/span><\/strong>.\u00a0The pandemic is an opportunity for universities to rethink their student offer and organize class schedules in ways that create inclusive campuses.\u00a0Student support services, such as pedagogical consultation, could be offered in the evening to accommodate students working during the day.\u00a0Universities could further explore the possibility of offering low-cost on-campus daycare services in the evenings and on weekends to accommodate student parents.\u00a0The start and end dates of the term could be set according to the primary and secondary school calendars.\u00a0Efforts should be made to make studies more accessible to non-traditional students.\u00a0To do this, we must first help them to combine the different spheres of their lives.<\/span><\/p>\n

Mature women \u2013 like all mature students, for that matter \u2013 often bring years of experience and a fresh perspective to the classroom.\u00a0It’s time to make university classrooms more accessible for everyone’s benefit.<\/span><\/p>\n

Author Bio:<\/strong> Heather Sorella is a PhD Candidate, Educational Studies at Concordia University<\/em><\/p>\n","protected":false},"excerpt":{"rendered":"

Since the start of the pandemic, many\u00a0universities \u00a0are reporting record amounts\u00a0of applications for admission from adults\u00a0returning to school on a part-time or full-time basis while continuing to assume various responsibilities such as work, family and other obligations of adult life\u00a0. Both college applicants and post-secondary institution officials cite the ability to take distance learning courses […]\n… learn more→<\/a><\/p>","protected":false},"author":33,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":""},"categories":[29],"tags":[136872],"coauthors":[11733],"class_list":["post-64756","post","type-post","status-publish","format-standard","hentry","category-higher-education","tag-mature-students"],"acf":[],"yoast_head":"\nHere's how to overcome the obstacles faced by adults returning to school - World leading higher education information and services<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/world.edu\/heres-how-to-overcome-the-obstacles-faced-by-adults-returning-to-school\/\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:locale\" content=\"en_US\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:type\" content=\"article\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:title\" content=\"Here's how to overcome the obstacles faced by adults returning to school - World leading higher education information and services\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:description\" content=\"Since the start of the pandemic, many\u00a0universities \u00a0are reporting record amounts\u00a0of applications for admission from adults\u00a0returning to school on a part-time or full-time basis while continuing to assume various responsibilities such as work, family and other obligations of adult life\u00a0. 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