Responses from Australian reentry students (1233 of 2278) and 66 of 80 institutions were used to develop a profile of dropout characteristics, living conditions, employment status, and reasons for reentry. Improved data collection on dropouts, a preventive focus in grades 10-11, and adoption of innovative reentry program practices were…

Data from Scottish adults (41 new participants in further education, 15 continuing participants, 33 nonparticipants) illustrate the complex process of reengaging in learning. The data demonstrate the influence of social milieu (Bourdieu's notion of habitus)--the personal, institutional, and structural factors that support or limit an individual's…

Of 620 traditionally trained (nondegree) nurses, 22% had obtained or were currently working on degrees; 20% intended to; 46% did not. Primary reasons for not taking a degree included difficulties combining work and study. Many studying part time received study leave and/or tuition support from employers. Four-fifths of those with degrees felt they…

In interviews with 38 adults returning to education, many expressed the need to redress a perceived imbalance. Their initial motivation was often vocational, but the experience of transition caused situational or dispositional imbalances in their lives that they sought to correct through education. (SK)

In Britain, 25 adults returning to formal education conducted analytical reflection on their life and work. Results were sued to support the argument that vocational institutions should attempt to develop broader student interests rather than trying to improve the relevance of vocational knowledge. (SK)

One of the features of the Starting School Research Project (Perry, Dockett & Howard, 2000) has been the study of multiple experiences of the transition to school. An ecological model of transition highlights the significance of context and the ways in which context influences experiences and is influenced by the participants in these experiences.…

This chapter opens with a poem characterizing the reentry experience of some women. It calls attention to the pivotal role played by those who have an impact on the continuing and successful participation of returning women. Includes a list of resources. (JOW)

Combined descriptive and qualitative research procedures to investigate the developmental forces influencing women's decisions to enter or return to college after the age of 25. Results suggest that, despite the ability of most respondents to report events that significantly influenced their reentry decision, the role of such events is best…

Results of a one-year follow-up of reentry women (N=121) who previously participated in one of three career exploration treatment groups (Vocational Card Sort [VCS]; VCS-plus-videotape; control) indicated minimal treatment effects. However, the importance of career indecision and its stability over time was supported. (Author/BL)

It took years of jobs, failed attempts at college, drug rehabilitation, and a jail sentence before Jason Dillingham found a career pathway. His high school education was a jumble of minimum requirements. Like nearly three-fourths of high school graduates, he wandered through on the "general track" without a specific goal. (Author/JOW)

Responses from 1,233 (of 2,278) Australian high school dropouts aged 15-24 who reentered school found most enrolled in innovative schools that they attended full time. They believe they are performing well, are confident of success, and are moderately positive about their school's support, services, and facilities. (SK)

The occurrence of 7 life events within the last 2 years and the top three 3 reasons for return were identified by 61 women returning to higher education. Motivations clustered in the following categories: financial improvement, personal goals and aspirations, self-fulfilment/self-esteem, and family considerations. (Contains 34 references.) (SK)

Evaluation of the learning experience for 1,055 new learners at seven Further education colleges in Warwickshire revealed high levels of satisfaction, high retention rates, and an appropriate level of challenge. (JOW)

In-depth interviews with 19 adult female college students showed that reentry women and their families are fashioning rites of passage that facilitate the transition and mark their progress through college. Spontaneous development of ceremonies and rituals suggests there are some needs of women who are students, wives, and mothers that are not met…

Describes education and training fairs held for Asian women living in Britain, intended to help them overcome barriers preventing their return to education. (SK)