Reviews the findings of Alsanian and Brickell's study of adults' returning to formal education and the causes of adult learning. Shows that career events, followed by changes in leisure-time activity, outnumber all other reasons for returning to school. Discusses the implications of increasing life transitions for community colleges, especially…

The pilot New Start Program for Disabled People, a program offered by a New Zealand university, is described. Various aspects of the program are presented: the need, its aims, how it was financed, student characteristics, description of the coursework, and evaluation. (CT)

A study of participants in continuing education courses in England reveals that such courses provide an entry to higher education for many who previously felt excluded, and that societal barriers still prevent women from gaining equal benefits from the courses. (SK)

A series of case studies was made of seven selected communities to examine community-level organizations developed to meet the needs of adult students in mid-career transition. (SK)

Interviews with 10 female reentry students at a large Canadian university were used to study the intersection of mother, student, and family roles. Their management strategies involved interactions with self, primary relationships, and institutions. They built supports into their lives to accommodate the competing demands of different roles. (JOW)

Study of 1,233 Australian dropouts who reentered high school showed that unsuccessful reentrants were often homeless and unemployed, were more likely to be at traditional rather than innovative schools, and had practical, interpersonal, or discipline-related problems at school. Three best predictors of repeat dropout were extent of interpersonal…

A 2-year study included interviews with 18 and survey of 160 nurses studying through open learning in the United Kingdom. They were challenged by returning to study, requiring time management and technological skills. Professional, academic, and social networks provided important support as life responsibilities and events impinged on learning.…

Case studies of six adult literacy students revealed factors that had influenced them to stop and restart formal education: family conditions, traumatic events, initial schooling experiences, social networks, personal motivations, and informal learning experiences. The influence of contextual factors on literacy learning and characteristics of…

Describes the condition of the adult returning student. Lists the factors that make for good positive socialization for these students. Describes the University of Rhode Island's College of Continuing Education's entry course for new adult students, which facilitates their successful socialization into the educational community. (JS)

Examined patterns in the way returning women students perceive classroom environment. Data from 284 female and 155 male returning adult students revealed that gender differences do exist in the perceptions of adult students concerning the college classroom environment. Males appeared less concerned with relational aspects of classroom setting than…

Increasing numbers of adult students have begun reentering college to obtain certification as elementary and secondary teachers. This paper uses questionnaire and interview data from a study to examine reasons cited by one group of post-degree, adult students for returning to college for teacher certification. (JD)

Examines the impact of a bimonthly support group on the successful adaptation of women reentering the academic environment to earn teaching degrees. The support group enabled the 17 full-time women students studied to identify common problems and concerns, as well as to promote and encourage shared success and continued motivation. (JPS)

Issues faced by mature black women returning to education include past negative experiences of schooling, threats to their personal relationships and other social pressures, psychological barriers, and balancing educational costs with their basic needs. (SK)

Responses from 187 adult students at Ruskin, a British residential college, found over two-thirds in debt from returning to education, 38% had debts prior to enrollment, 40% work as well as study, over 60% reported financial concerns adversely affect their studies, and many are being affected by government changes in welfare benefits and student…

Women's education must address wider economic, political, and social issues. Provision for women in adult education must prepare them for mainstream opportunities in education, training, or employment. (SK)