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Late transition to technical college...

Lindeman, Gary C.

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Late transition to technical college: Perspectives from males approaching adulthood.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Late transition to technical college: Perspectives from males approaching adulthood./
作者:	Lindeman, Gary C.
面頁冊數:	206 p.
附註:	Source: Dissertation Abstracts International, Volume: 67-06, Section: A, page: 2015.
Contained By:	Dissertation Abstracts International67-06A.
標題:	Education, Administration. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3222894
ISBN:	9780542730214

Late transition to technical college: Perspectives from males approaching adulthood.
Lindeman, Gary C.

Late transition to technical college: Perspectives from males approaching adulthood. - 206 p.

Source: Dissertation Abstracts International, Volume: 67-06, Section: A, page: 2015.

Thesis (Ph.D.)--The University of Wisconsin - Madison, 2006.

The purpose of the study was to understand how or why working class males found themselves able to reengage their education; despite being disconnected from formal schooling for several years. The study specifically addressed internal and external factors that facilitated the transition of males situated in early adulthood; from work to school or concurrent engagement in school and work. Life stage development provided a conceptual framework of the transition process that highlighted phases of exploration and stabilization resulting in critical reflection and perspective transformation. Qualitative research methods were consistent with seeking to interpret the transition experience from the subjective view of participants.

ISBN: 9780542730214Subjects--Topical Terms:

626645
Education, Administration.

Late transition to technical college: Perspectives from males approaching adulthood.
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520 $a The purpose of the study was to understand how or why working class males found themselves able to reengage their education; despite being disconnected from formal schooling for several years. The study specifically addressed internal and external factors that facilitated the transition of males situated in early adulthood; from work to school or concurrent engagement in school and work. Life stage development provided a conceptual framework of the transition process that highlighted phases of exploration and stabilization resulting in critical reflection and perspective transformation. Qualitative research methods were consistent with seeking to interpret the transition experience from the subjective view of participants.
520 $a Factors that influenced the transition process were found to exist within three broad areas; exploration, stabilization, and an intermediary bridging phase. Experiences during "exploration" included: separation from home, gaining independence, underemployment, unemployment, changing peer relationships, schooling attempts, and at risk behaviors including rampant substance abuse. Stabilization included: sustained college enrollment, family reconnections, enhanced peer relationships, moderation of at risk behaviors, and goal clarification. Intermediary bridging included critical reflection upon exploratory experiences, and formation of a vision of a new life structure and perspective transformation. Sustained enrollment in technical college was seen as a stabilizing factor resulting in some degree from personal reflection.
520 $a The findings of this study updated recent studies that found young adults are "delaying" the adoption of traditional roles such as marriage and parenthood, in favor of an extension of educational paths and non-marital partnerships. A parallel phenomenon is the increasing number of young adult males that have been opting out of post secondary education entirely. Indications are that the "forgotten half" will continue to grow as new technologies and global economies demand a workforce with higher skills, outsourcing, and increased demands to do more with less. A major gap in the research was the predominant focus upon adolescents and younger adults in "school to work transition" and the exclusion of the "work to school" transition of older working class males as a specific area of focus.
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