This study investigated how eight reentering women classified as seniors overcame barriers for completion of higher education programs. In particular, it focused on their responses to personal and institutional barriers as they returned to a college setting following an extended absence from their original entry. It sought answers to the following questions: (1) What constitutes a "personal barrier" for a returning woman? (2) How do reentering women surmount personal barriers? (3) What constitutes an "institutional barrier" for returning women? (4) How do reentering women overcome institutional barriers? / The Cross (1981) chain of response (COR) model provided the conceptual framework. This study investigated reentering women to determine whether their responses supported or failed to support the Cross (1981) theory. It was assumed that reentry women face different barriers than traditional students when they return to the college campus due to their complex roles and life stages. / The methodological approach selected for this study was qualitative research. In-depth interviews were conducted with eight selected reentering women as profiled in the literature. The interviews provided a rich description of the participants' stories as advocated by McMillan and Schumacher (1989). Accuracy checks were made by participants to assure valid reporting of the research. The data were then analyzed for emerging commonalities and/or differences. / The findings of this study show that reentry women experience personal and institutional barriers of the kind delineated in the Cross (1981) COR model both before and after reentry in higher education programs. Data not only support the steps of the COR model before reentry, but extend its constructs to cover continued participation throughout a degree program. / Participants perceived personal barriers as psychological factors that interfered with their optimal learning as a student. They overcame personal barriers by relying on individual determination, informal and formal supportive networks, and interaction with students and faculty. Participants viewed institutional barriers as obstacles or hindrances presented by the university that deterred their learning. They overcame institutional barriers through persistence and utilization of university procedures. / Source: Dissertation Abstracts International, Volume: 54-07, Section: A, page: 2485. / Major Professor: Barbara Mann. / Thesis (Ed.D.)--The Florida State University, 1993.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_76931 |
| Contributors | Pitts, Sue Powell., Florida State University |
| Source Sets | Florida State University |
| Language | English |
| Detected Language | English |
| Type | Text |
| Format | 268 p. |
| Rights | On campus use only. |
| Relation | Dissertation Abstracts International |
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