Reentry women generally face formidable barriers to educational success: they have primary responsibility for family matters; they suffer a disproportionate amount of stress, guilt, and anxiety; and their success is often dependent on family support. The article chronicles the empowerment that one woman found through her experience at a community…

An exploration of the experiences of reentry and part-time students in British further education colleges focuses on cultural processes, positioning, and student identity as learners. It examines similarities and differences in students' orientation to education. (SK)

Longitudinal interviews with six Australian women taking a community college certification course revealed the forms of social support they received. Different types of support were provided by family and by college friends. (SK)

Analysis of narratives constructed in 61 group and individual interviews with mature, working-class adults returning to education showed that, although access programs targeted disaffected learners, many still felt alienated or marginalized or received minimal support and encouragement. They believed that education had to be perceived as…

To prepare adult students for a problem-based degree program, an orientation workshop was designed to help identify resources, address barriers to study, and acquire skills to benefit from problem-based learning. Transfer strategies included student involvement in planning and as presenters, mentoring, action plans, self-study materials, and…

An orientation for returning nursing students at the University of Hartford has three steps: decide what you want to say, who will be involved, and how information will be presented. The third step follows three principles: set the stage, make it experiential, and make it fun. (SK)

A British year-seven pupil developed school attendance problems and was referred to home teaching along with a gradually phased reintegration to school. The program was unsuccessful until parental involvement in facilitating the girl's return to school was emphasized. This article examines the participants' search for a scapegoat and the role of…

The Eco-Triadic Model of educational consultation can assist students with cancer during reentry to school. A unique feature of the model is its description of the ecosystems (hospital, school, and family) and mediators that interact with a student and consultant. The model also provides for direct service by the consultant to the student.…

Reports on the gender-related difference in out-of-school writing experience of adult students returning to college. Discusses implications for teaching, maintaining that the differing writing backgrounds such students bring are resources to be utilized rather than deficits to be remedied. (SR)

The returning student, facing technological change with many demands on her time, needs all the help academic librarians can offer. Fundamental needs include effective bibliographic instruction, informational handouts, printed directions near electronic search tools, and an emotionally supportive environment. (EA)

Edinburgh University's adult education course taught science to reentry students in a structure using the knowledge and experience adults bring to class and their idiosyncratic understanding of science based on what they perceive as useful. Results suggest the need to reconceptualize scientific literacy. (SK)

A survey of 29 adult reentry students enrolled in the Scottish Wider Access Programme to become secondary teachers showed the program has substantially increased the numbers and broadened the age range of students but is not attracting the unemployed and those of lower socioeconomic status. Participation is influenced by family, institutional,…

Interviews with 43 mature women students were followed 10 years later by interviews with 23 of them. The experience of education provided them a means of self-evaluation. Most worked in teaching, social work, or the public sector, which reduced potential dilemmas about self-perception and enabled an expressive rather than an instrumental view of…

Presents results from a study of clients/survivors of the mental health system enrolled in a supported education program at George Brown College (Ontario). Finds that students were older than average college students, indicating that illness had interrupted their education, while 57.4% had 5 years or less employment experience. (19 citations) (BCY)

Evidence from 100 women in women-only reentry courses suggested that any form of assessment and credit may deter the target audience. Assessment imposes requirements that may reduce program effectiveness. Noncredit programs for disadvantaged women are recommended. (SK)