Candidate: Beverly Ann Hair

Degree of: Doctor of Philosophy

Department: Sociology

Title: Examining the Experiences of Nontraditional Undergraduate Women: Pedagogy vs. Andragogy

Committee:
Dr. Douglas Davidson, Chair
Dr. Lewis Walker
Dr. Paula Brush
Dr. Gunilla Holm

Date:Wednesday, October 30, 2002, 4:00 p.m. to 6:00 p.m. 2518 Sangren

Abstract:
Increasing numbers of nontraditional students, of whom many are women are enrolling in two-year and four-year colleges and universities. The purpose of this study is to critically examine the experiences of nontraditional undergraduate women and their preferred learning environment. Students were asked to respond to a variety of questions to reflect their preferred learning environments. The researcher looked for differences in the experiences of twenty (ten Black and ten White) nontraditional female undergraduate college students within their respective institutions based on their race, socioeconomic background, age, and religious background. Also, the researcher focused on why these nontraditional women return to institutions of higher education, whether or not they feel silent within their institutions, as well as any barriers (situational, institutional, dispositional) that may impinge upon their academic success.
I utilized a triangulation of methods to examine their experiences. These methods included a demographic questionaire, one-on-one taped interviews, and focus group sessions. The study revealed that the earlier educational experiences, as well as family relationships impacted why they are nontraditional college students. Also, regardless of race, social class, and/or age all women are motivated to return to higher education for
(over)
similar reasons, and they all experience similar situational, institutional, and
dispositional barriers. The narratives revealed that some women do feel silent within their institutions because of race, age and gender. Further, nontraditional female undergraduate students prefer a more engaged pedagogy where their past experiences are valued as part of the teaching/learning process.

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