%0 Thesis %1 malhotra_perceived_1997 %A Malhotra, Naveen K. %D 1997 %K ADULT AND CONTINUING, EDUCATION, Higher, OF SOCIOLOGY %T Perceived situational, institutional, and dispositional participation barriers to undergraduate education for nontraditional adult learners at a small, tuition-driven private college %X This research addressed three fundamental questions about nontraditional learners' perceived barriers to continuing their education. First, what is the underlying structure to reasons to potential adult students fail to attend a small, tuition-driven, private, undergraduate college? To what extent do these barriers correspond to three types of barriers found by Cross (1981)? Second, what barriers to attaining education are perceived by these students, and which are the most powerful perceived deterrents to continuing their education? Third, what effects do demographic indicator variables have on perceived barriers to returning to college for this population? Results predicted by Cross (1981) and other researchers were replicated. Factor analysis of response patterns indicated six factors that followed the three-part model suggested by Cross (1981). Respondents elaborated on perceived institutional, situational, and dispositional barriers to continuing their education as mature adults. Further analysis of the three dimensions indicated that situational barriers were perceived as the most serious deterrents when combined as factors, with dispositional and institutional barriers also influencing students' decision making. The strongest individual perceived barriers were cost or financial aid issues (institutional) followed by time, scheduling, or location (situational). Other significant situational barriers were home and/or job responsibilities. However, effects of single indicators were modified by other barriers in the factor analysis. Qualitative responses to open-ended questions indicated that subjective experience of these barriers may be more complex than Cross's three-part conceptualization would indicate; a combination of factors which overwhelm students may be operating. Cross's model may be elaborated upon and clarified by testing on different populations. Also, any relief to percieved barriers might make it easier for nontraditional students to pursue education. Results may be used to formulate directions for future research, and to provide further information for program planners, student recruiters, other administrators, and academic institutions interested in recruitment and retention issues and improving service to nontraditional student populations.

@phdthesis{malhotra_perceived_1997, abstract = {This research addressed three fundamental questions about nontraditional learners' perceived barriers to continuing their education. First, what is the underlying structure to reasons to potential adult students fail to attend a small, tuition-driven, private, undergraduate college? To what extent do these barriers correspond to three types of barriers found by Cross (1981)? Second, what barriers to attaining education are perceived by these students, and which are the most powerful perceived deterrents to continuing their education? Third, what effects do demographic indicator variables have on perceived barriers to returning to college for this population? Results predicted by Cross (1981) and other researchers were replicated. Factor analysis of response patterns indicated six factors that followed the three-part model suggested by Cross (1981). Respondents elaborated on perceived institutional, situational, and dispositional barriers to continuing their education as mature adults. Further analysis of the three dimensions indicated that situational barriers were perceived as the most serious deterrents when combined as factors, with dispositional and institutional barriers also influencing students' decision making. The strongest individual perceived barriers were cost or financial aid issues (institutional) followed by time, scheduling, or location (situational). Other significant situational barriers were home and/or job responsibilities. However, effects of single indicators were modified by other barriers in the factor analysis. Qualitative responses to open-ended questions indicated that subjective experience of these barriers may be more complex than Cross's three-part conceptualization would indicate; a combination of factors which overwhelm students may be operating. Cross's model may be elaborated upon and clarified by testing on different populations. Also, any relief to percieved barriers might make it easier for nontraditional students to pursue education. Results may be used to formulate directions for future research, and to provide further information for program planners, student recruiters, other administrators, and academic institutions interested in recruitment and retention issues and improving service to nontraditional student populations.}, added-at = {2018-06-19T15:20:34.000+0200}, author = {Malhotra, Naveen K.}, biburl = {https://www.bibsonomy.org/bibtex/2dd4feded057426bde031018b4abaf81d/prophe}, interhash = {9ac9c74a98ccce9ed3183073bd42408d}, intrahash = {dd4feded057426bde031018b4abaf81d}, keywords = {ADULT AND CONTINUING, EDUCATION, Higher, OF SOCIOLOGY}, school = {University of South Florida}, shorttitle = {Perceived situational, institutional, and dispositional participation barriers to undergraduate education for nontraditional adult learners at a small, tuition-driven private college}, timestamp = {2018-06-19T15:20:34.000+0200}, title = {Perceived situational, institutional, and dispositional participation barriers to undergraduate education for nontraditional adult learners at a small, tuition-driven private college}, type = {{PhD} {Thesis}}, year = 1997 }