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How seeking a higher education degre...

Little, Chloe Doby.

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How seeking a higher education degree functions in late-life development.

Record Type:	Electronic resources : Monograph/item
Title/Author:	How seeking a higher education degree functions in late-life development./
Author:	Little, Chloe Doby.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 1995,
Description:	171 p.
Notes:	Source: Dissertations Abstracts International, Volume: 57-04, Section: A.
Contained By:	Dissertations Abstracts International57-04A.
Subject:	Continuing education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9540503
ISBN:	9798209477921

How seeking a higher education degree functions in late-life development.
Little, Chloe Doby.

How seeking a higher education degree functions in late-life development. - Ann Arbor : ProQuest Dissertations & Theses, 1995 - 171 p.

Source: Dissertations Abstracts International, Volume: 57-04, Section: A.

Thesis (Ed.D.)--University of Georgia, 1995.

This item must not be sold to any third party vendors.

Theorists have implied that there is a connection between learning, education, and development in old age. Linking these concepts and elders seeking degrees in higher education is at best an extrapolation because the empirical research is lacking. The purpose of this qualitative study was to examine how seeking a higher education degree functions in late-life development. Three areas of inquiry were examined: (a) the major developmental issues of late life, (b) how motivation, choice of degree, institutional environment, and social environment relate to late-life development, and (c) how ego integrity and despair were expressed. Sixteen participants from 70 years old to 84 years old from various colleges in the southeastern United States were purposively chosen in this study. Data were collected through a series of semi-structured in-depth interviews and some personal documents. Findings suggested that seeking a degree in higher education functions in: (a) improving self-esteem occurs through repairing or enhancing some perceived inferiority or insecurity, (b) keeping old age at a distance occurs through increased mental activity and the stimulation of associating with younger generations, (c) developing a mature sense of caring for self and for others occurs, and (d) handling loss and the grieving process after retirement and/or the death of a spouse occurs. Additional findings suggested late-life degree seeking students functioned predominately in three of Erikson's psychosocial stages of development--identity and identity confusion, ego integrity and despair, and generativity and stagnation. Two conclusions were drawn from this study. The first conclusion was that seeking a degree in higher education functions in late-life development. Seeking a degree functions in four ways: (1) to improve self-esteem, (2) to minimize some adverse mental effect of aging, (3) to facilitate a mature sense of caring, and (4) to provide a new focus while resolving grief. The second conclusion related to Erikson's stages of psychosocial development, especially the late-life stage of ego integrity and despair: This population currently exhibits some facets of all eight stages of psychosocial development. However, ego integrity did not appear to be the predominant developmental issue.

ISBN: 9798209477921Subjects--Topical Terms:

527504
Continuing education.

How seeking a higher education degree functions in late-life development.
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245 1 0 $a How seeking a higher education degree functions in late-life development.
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300 $a 171 p.
500 $a Source: Dissertations Abstracts International, Volume: 57-04, Section: A.
500 $a Publisher info.: Dissertation/Thesis.
500 $a Advisor: Merriam, Sharan B.
502 $a Thesis (Ed.D.)--University of Georgia, 1995.
506 $a This item must not be sold to any third party vendors.
506 $a This item must not be added to any third party search indexes.
520 $a Theorists have implied that there is a connection between learning, education, and development in old age. Linking these concepts and elders seeking degrees in higher education is at best an extrapolation because the empirical research is lacking. The purpose of this qualitative study was to examine how seeking a higher education degree functions in late-life development. Three areas of inquiry were examined: (a) the major developmental issues of late life, (b) how motivation, choice of degree, institutional environment, and social environment relate to late-life development, and (c) how ego integrity and despair were expressed. Sixteen participants from 70 years old to 84 years old from various colleges in the southeastern United States were purposively chosen in this study. Data were collected through a series of semi-structured in-depth interviews and some personal documents. Findings suggested that seeking a degree in higher education functions in: (a) improving self-esteem occurs through repairing or enhancing some perceived inferiority or insecurity, (b) keeping old age at a distance occurs through increased mental activity and the stimulation of associating with younger generations, (c) developing a mature sense of caring for self and for others occurs, and (d) handling loss and the grieving process after retirement and/or the death of a spouse occurs. Additional findings suggested late-life degree seeking students functioned predominately in three of Erikson's psychosocial stages of development--identity and identity confusion, ego integrity and despair, and generativity and stagnation. Two conclusions were drawn from this study. The first conclusion was that seeking a degree in higher education functions in late-life development. Seeking a degree functions in four ways: (1) to improve self-esteem, (2) to minimize some adverse mental effect of aging, (3) to facilitate a mature sense of caring, and (4) to provide a new focus while resolving grief. The second conclusion related to Erikson's stages of psychosocial development, especially the late-life stage of ego integrity and despair: This population currently exhibits some facets of all eight stages of psychosocial development. However, ego integrity did not appear to be the predominant developmental issue.
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