Academic Persistence in Accelerated Learning Programs - Dissertation Example

? Research Question: Does A Significant Correlation Exist Between Academic Persistence And Demographics In An Accelerated Adult Education Program At Not A For-Profit Christian Liberal Arts University? Name Instructor Task Date This study will elaborate on the relationship that exists between academic persistence in accelerated learning programs for adults and age, gender and ethnicity. Previous research carried out in America in the year 2011 by the National Center for Educational Statistics, professes that the number of adult learners who have joined their post secondary school systems rose from 27.3 to 30.6 million people between the years 2000 and the year 2010 (National Center for Education Statistics, 2011). According to the authors Becker and Andrew, adult learners encounter several barriers in their quest to achieve an education. They argue that the barriers encountered range from situational, institutional along with the dispositional barriers. They continue to explain that situational barriers occur due to the adults’ situation, which could include his job responsibilities, the lack of ample free time along with their childcare tasks. Institutional barriers are described by the authors as those barriers, which are imposed on the adult learners by the institutions. This could include issues such as sensitivity to their staff members, restrictions on the number of hours they work or the inadequacy of research information. Finally, the authors describe the barriers of disposition as those barriers, which are internal and come about due to feelings of alienation among adults in campuses. Other researchers on the same have suggested that in order for adult learners to overcome the situational barriers that greatly hamper their activities and decrease their enrolments, most campuses have introduced degree programs that are not part of their traditions. These programs are described as those supple programs in which adult learners can enroll. They use techniques such as learning during weekends, distance learning and accelerated methods of delivering their required content to adults who have enrolled for various courses (Holland, 2010). Age and Academic Persistence According to previous research carried out by Adelman (2007), the number of available undergraduates between men and women was roughly equal in the years between 1900 and 1930. The adult male enrolment following the second global war increased due to the enactment of the bill known as GI. Women participation was augmented from 39% to 68% in the years 1959 to the year 2002, and as at 1970, adult men aged from 40 were receiving more degrees when compared to women (Adelman, 2008). According to Alderman, the current reason why adult women are enrolling for the educational programs on offer than men is that they had outperformed them during their days in high school. This is in terms of the records they achieve in their tests, scores and their prior preparation for college (Alderman, 2008). The studies finally imply that women aged above 40 years had tremendous gains in the year 1972 when they augmented their achievements in various tests. This greatly helped in reducing the gaps in their knowledge of mathematics and increasing their reading advantages (Baum and Payea, 2009). Because of these improvements and changes in the community’s attitude towards women, their role in marriage and the job place has changed (Adelman, 2007). This has in turn enabled the women to have greater financial freedoms thus motivating the other women around the globe to join colleges despite the fact that they might be older (Baum and Payea, 2009). Creation of programs to cater for the barriers that affect adult learners and their preferred learning styles has been introduced to respond to the problems brought about by the traditional degree programs on aged adults. There is a decline in the number of students joining post high school education and those who fail to complete their education. The number of the students who do not complete their education has been estimated at about 40% of the total number of students who enroll to the educational programs (Carey, 2008). This pattern of academic persistence has been linked to the traditional programs offered by various colleges along with universities. Previous research carried out by Carey indicates that older students who also work tend to receive high pays than their counterparts with credentials that are below their high school diplomas (2008). The differences in the incomes they earn greatly stimulates the entry of most adults into these programs. The workers who are in employment receive better pays and have more stability in their jobs. The U.S labor department reveals in its report dated 2005 that the unemployment rates among the holders of bachelor degrees is lower when compared to the unemployment rate among adults who do not have diplomas or degrees (Alderman, 2008). Reports by Baum and Payea suggest that the entire society tends to benefit from educating their adults despite some of them being overage. This is because people are more likely to elect better leaders, contribute to charity and the growth of their economies. They also suggest that the younger generations will most likely join post high school education after seeing the benefits that their elders have continued to bring upon their families and the society (2009). The economic competitiveness among many universities across America has been linked to the education and skill levels among their workers. The aspect of adult education is quickly getting recognition especially among faith led colleges such the Liberal Arts University. Studies carried out among schools that were related to churches reveal that many institutions of this type had already began programs for educating adult students (Baum and Payea, 2009). According to previous reports, adult students greatly appreciate the accelerated learning courses and formats since they acquire their skills in less time. The adult students are able to persist on their academic achievements despite the occurrence of other higher priorities such as family, job and other personal issues (Bauman et al, 2007). These issues reportedly distract their learning activities though most of them will persist with their education due to the benefits they might experience in future. According to a survey done on two colleges, which are church and government owned respectively, it revealed that older women were twice as much able to graduate in degree programs as compared to their men (Chen, 2010). This is despite the fact that their education interferes with their work and family activities. Older adult women are said to be more aggressive in their attainment of further education due to the pressures that their works and families put on them. In addition, the increasing appeal of better job opportunities and lifestyles has also enhanced the advances of getting an education among adults attending post high school courses. The U.S. Department of education reveals that the numbers of adult students will increase by 2 million with colleges seeming to accept more of them (Baum and Payea, 2009). Academic persistence among adults has been closely linked to the stresses they undergo in life and other commitments that they have as they age (Chen, 2010). Ethnicity and Academic Persistence The issue of ethnicity was found to have greatly affected academic persistence at the universities. Previous studies reveal that the insignificant ethnic groups were less likely to have academic persistence as compared to their counterparts from the majority ethnic groups (Chen, 2010). The studies also indicate that there are very big differences in terms of the grade levels that various ethnic groups aim at achieving. The studies focused on white, black and Latino adults who were enrolling or persisting with the achievement of their educational goals. They revealed that about 21% of the black adult populations achieved college degrees and diplomas, whereas 33% of the Latinos who come from families that earn 33,000 dollars and below per annum had attained reading skills (Alderman, 2007). They revealed that the minority groups who are unrepresented have greater odds in the completion of their high school educations along with their continuation to colleges for further education. This implies that with the continuance of such trends, there will be a great gap between people from different ethnic groupings in terms of their educational achievements (Bauman et al, 2007). Previous studies from a socioeconomic angle revealed that the adults from the same ethnic grouping though in different classes have achieved almost similar educational standards (Carey, 2007). This was when they compared the academic standards between ethnic groups, which have great disparities in their ethnicities. Among the lower income adults in these communities that had been studied, 7% of males and 17% of female African adults who had enrolled for post secondary courses completed their education. The studies also revealed that 11% of males and 14% of the females among the white adults who had enrolled for post high school education also completed their courses successfully (Chen, 2010). Regardless of the ethnicity issue, it was discovered that the male populations graduating from high schools were willing and ready to enroll for college education. Recent surveys on Americans with European origins tend to suggest that they have higher levels of persistence than adults who do not have the European roots (Bauman et al, 2007). Other researches performed previously by Cook and King tend to suggest that Asians or people who have these origins have persistence of a higher level when in their first years at the university. The men and women having Asian origins were also to have better persistence levels, which also had positive impacts on their education (2009). According to Cook and King, adults enrolling to this type of college from other ethnic minorities, which are different from Asians, have a greater urges of persisting in the pursuit of their educational goals than their European counterparts. Incidentally, this report suggested that a relationship exists between various groups of minorities and the idea of academic persistence (2009). The persistence of minor ethnic groups participating in educational fields such as mathematics, sciences and engineering was lower when compared to the persistence of the Caucasians and Asians. Other studies that were carried out by Chen in the year 2000 tend to suggest that Indians, Africans and Latinos of American origin had lesser persistence than their Asian and European brothers and sisters (2010). Previously performed research tends to suggest that adults from minority ethnic groups have to contend with situations that may attempt to stop them from taking complete control of the educational resources at their disposal. Other previously carried out researches indicate that adult students from different ethnic backgrounds suggest that they all engage in different educational acts. This happens at levels, which are comparable between the different ethical backgrounds. For example, a report carried out by the NSSE and CCSSE bodies in America revealed that people of African and Asian origins within their populations were somehow likely to participate in educationally enriching experiences than their white counterparts (Community College Survey of Student Engagement, 2007). They also reported that Africans in their population were more actively involved in collaborative activities when learning. This report additionally suggested that Americans of Asian origin were the least involved society in this field (Baum and Payea, 2009). In terms of college experiences among these different racial groupings, whites and Asians were considered the most satisfied, whereas the Africans were the group, which had the slightest satisfaction. According to reports in the CCSSE, the black women are perceived to be more engaged in society colleges than all their other counterparts in their economy (Community College Survey of Student Engagement, 2007). Gender and Academic Persistence Male and female adults enrolling in universities and colleges to pursue their educational goals prefer different methods of presenting information concerning their academic persistence (Chen, 2010). A previous survey conducted in the USA revealed that females liked the unimodal organization of learning as compared to the males who liked the multimodal form of learning (High School Survey of Student Engagement, 2008). Around 54.2% of the females around the country preferred the presentations of information that are made in a single mode whereas 12.5% of the males preferred it (High School Survey of Student Engagement, 2008). Reports indicate that the enrolment among women is higher than in men when it comes to attaining education beyond the secondary level (Horn and Berger, 2011). There are various reports suggesting that the gap between the two sexes is reducing greatly, but it remains quite wide in other parts of the world. For example, in the southern region of Asia and the sub Saharan region in Africa the total number of women who have enrolled for post high school education is less than 40% of the total number of students within these institutions of learning (Kleiner and Lewis, 2010). According to previous data, the illiteracy levels among women is on the rise and results from their cultural along with economic aspects. It is also reported in several journals that the number of women seeking education beyond their secondary schools is slowly rising (Baum and Payea, 2009). As at the year 2007, Asia and Africa had the greatest number of illiterates with the men having 29% and the women recording only 19% of them having pursued education beyond their secondary school experiences (Kuh, 2007). The rates of illiteracy among Asian women during the 1970’s was 50.3% whereas the African women had 50.3%. Nonetheless, as at 2010, Asian along with African adult women encountered greater risks of remaining illiterate as compared to the boys within the same regions (Kuh, 2007). Reports indicate that in regions where the women who have enrolled in post high school education outnumber their men then the access to education is higher. The bigger the gender gap between the enrolled adults within a region indicates that there are very low levels in the people’s education systems (Chen, 2010). There are many jobs that are better paying for men as compared to their women and this factor makes their authorities invest more in educating men. In these regions with low educational levels, women have been constantly reserved for performing household tasks. This is however changing with the fight for the women rights becoming a priority in most democratic countries. This fight has brought an increase in the number of women who are enrolling for post high school education (Mortenson, 2008). Although the access to education has become more easy for both men and women, the differences that exist between these two sexes are still very dramatic. This is because 20% of the women along with 12% of their men are illiterate. In comparison to these figures, the proportion of people from both sexes who were deemed to be illiterate was 0.3% (Muraskin and Wilner, 2007).This implies that economic success comes from the provision of equal opportunities to both sexes. The entrance of women into the educational field for the purposes of acquiring new skills and knowledge has enabled several economies across the globe to achieve economic growth along with development. The issues of fertility also affect the enrolment of women in many countries. This is because women may refrain from joining the normal classes at the university due to the care and time they are required to be with their families. According to previously reports, women who have large families and are single mothers or married to a low income earner find it hard to pursue further education. This is because of the financial constraints they encounter and the time they require to spend in bringing up their children (Peter and Cataldi, 2009). The major factors that have been said to be hindering the enrolment of women to educational centers offering post high school education are their socio-economic positions and their tribal backgrounds. This is because some religions and cultures prohibit the presentation of women in public places along with regulations on how they should always dress up. This actions hinder the participation of their women in attaining skills which will be applicable in a job that requires them to dress casually (Kleiner and Lewis, 2010). Previous research also indicates that men have greater financial capabilities of joining post secondary education and achieving academic persistence than their female counterparts. This is because of the traditional roles that are played by the women and their men. These reports indicate that in most cultures women are reserved for household duties (Adelman, 2007). On the other hand, the men are reserved the task of going out in search of food and other necessities to fend for their families. The prospects of employment to high paying jobs have been reserved for men. This has greatly affected the attitudes of women on post high school education thus affecting their enrolment to various universities (Adelman, 2008). The women in these economies have been deemed to view their jobs as low paying and therefore not adequate to satisfy their needs. Records indicate that the highest unemployment rates among women has been in the former communist republics. This has been facilitated by the low returns their working women take home along with the denial of learning opportunities for women. Previously carried out studies have also helped in revealing the fact that a woman’s pay is usually influenced by her age along with her educational level. It is the amounts that the women earn that usually enables them to persist in advancing their educational levels (Associated Press, 2011). Summary Currently, many women are enrolling for various courses in their adulthood for the purposes of advancing their careers and knowledge. On the other hand, the men have started relinquishing some senior positions of authority to the women who have attained higher education. The achievement of higher education among adults has been facilitated by the use of diverse teaching methods which accommodate their busy schedules (Baum and Payea, 2009). The advances that all genders across the globe have experienced in their ease of accessing advanced education has come as a result of reforms in the economic and legal sectors in most countries. Reports indicate that it is still not known what makes women around have a greater urge of pursuing academic persistence than men (Becker and Andrews, 2009). My proposed study will specifically address any issues that remain unknown to us that affect the enrollment of men and women for post high school programs and courses. Finally it will also try to establish whether there really exists a correlation between academic persistence and age, ethnicity along gender differences (Holland, 2010). References Adelman, C. (2007). The Propaganda of Numbers in Higher Education. San Francisco: CA. Adelman, C. (2008). Educational "Anticipations" Of Traditional Age Community College Students: A Prolegomena to Any Future Accountability Indicators. Journal of Applied Research in the Community College. Adelman, C. (2006). The Toolbox Revisited Paths to Degree Completion from High School. Washington, DC: U.S. Department of Education. Associated Press. (2011). U.S. College Drop-Out Rate Sparks Concern: Educators Turn Attention To Getting Students All The Way To Graduation. Retrieved from on February 19, 2012 from: Baum, S., and Payea, K. (2009). Education Pays 2004: The Benefits of Higher Education for Individual and Society. New York: The College Board. Bauman, G. L., Bustillos, L. T., Bensimon, E. M., Brown, M. C., and Bartee, R. D. (2007). Achieving Equitable Educational Outcomes With All Students: The Institution’s Roles and Responsibilities. Washington, DC: Association of American Colleges and Universities. Becker, W. E., and Andrews, M. L. (2009). The Scholarship of Teaching and Learning in Higher Education: Contributions of Research Universities. Bloomington, IN: Indiana University Press. Carey, K. (2008). A Matter of Degrees: Improving Graduation Rates in Four-Year Colleges and Universities. Washington, DC: Education Trust. Chen, X. (2010). First Generation Students in Postsecondary Education: A Look at Their College Transcripts. U.S. Department of Education. Washington, DC: U.S. Government Community College Survey of Student Engagement (CCSSE) (2007). Engaging Students, Challenging the Odds: 2005 Findings. Austin, TX: Harper Publishers. Completion and Postsecondary Persistence Rates Between 1994 and 2000. U. S. Department of Education, National Center for Education Statistics. Washington, DC: U.S. Government Printing Office. Cook, B., and King, J. E. (2009). Improving Lives Through Higher Education: Campus Programs and Policies for Low-Income Adults. Washington, DC: Lumina Foundation for Education and American Council on Education Center for Policy Analysis. High School Survey of Student Engagement (HSSE). (2008). Getting Students Ready for College: What Student Engagement Data Can Tell Us. Bloomington, IN: Indiana University. Holland, S. (2010). U.S. Students Behind In Math, Science. CNN. Retrieved on February 19, 2012 from: Horn, L. J., and Berger, R. (2011). College Persistence on the Rise? Changes in 5-Year Degree Institutions. U.S. Department of Education. Washington, DC: U.S. Government Printing Office. Kleiner, B., & Lewis, L. (2010). Dual Enrollment of High School Students at Postsecondary Institutions: 2002-03. (NCES 2005-008). U.S. Department of Education. Washington, DC: National Center for Education Statistics. Kuh, G. (2007). Student Engagement in the First Year of College. In Challenging And Supporting The First-Year Student: A Handbook For Improving The First Year Of College, San Francisco: Jossey-Bass. Mortenson, T. G. (2008). Segregation of Higher Education Enrollment by Family Income And Race/Ethnicity through College. 1980 To 2004. Oskaloosa, IA: Postsecondary Education Opportunity. Muraskin, L., and Wilner, A. (2007). What We Know About Institutional Influences on Retention. National Center for Education Statistics. Retrieved on February 19, 2012 from : Peter, K., and Cataldi, E. F. (2009). The Road Less Traveled? Students who Enroll in Multiple Institutions. U.S. Department of Education, National Center for Education Statistics. Washington, DC: U.S. Government Printing Office. Retrieved on February 19, 2012 from: . Read More