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Abstract
The purpose of this study was to explore the issues and challenges degree-seeking adult learners face during their college reentry experience, using a qualitative case study design. The students' perceptions of themselves as self-regulated learners and the strategies they used to achieve their academic goals were examined.
The six participants included three men and three women who reentered the same small private college as undergraduate students. Their ages ranged from 28 to 42. Four participants were Caucasian, one male was Mexican American, and one female was African American. Four received high school diplomas (two males and two females), and two completed high school graduation requirements in GED programs. Participants shared insights about their experiences during three separate interviews. Additional data collected from multiple sources were examined through a cross-case analysis, and themes related to the research questions emerged.
The six working adults profiled in this case study provided candid views of their fears, challenges, frustrations, and coping strategies as they dealt with everyday pressures at home, on the job, and in the classroom. Their personal support system and the choices they made in adjusting to adverse circumstances influenced how life situations impacted their college experience.
A summary of findings indicated: (1) Both male and female participants reported that their greatest challenges included coping with time management issues and balancing career obligations, personal/family responsibilities, and academic preparation. (2) Two factors influenced how effectively the six dealt with balancing career, family and academic obligations: the personal support system available to them and the coping strategies they used. (3) All six viewed the institutional support provided by the college as beneficial and positive. They cited the required reorientation course, personal attention from faculty, and small interactive classes as helpful. (4) No major gender-based differences in the adult learners' adjustment to college were evident other than differences related to age and communication style. (5) The six participants' perceptions of themselves as self-regulated learners changed over time.
