The Career Goals of Reentry Women [microform] : A Not So Hidden Agenda / Valerie J. Caracelli.
A pre- and posttest academic year longitudinal design was used to document the early transition experience of adult women entering or returning to college who differ along motivational dimensions and expectations. In 1981 and 1982, two cohorts of volunteer subjects were recruited from Fordham Univer...
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| Format: | Microfilm Book |
| Language: | English |
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[S.l.] :
Distributed by ERIC Clearinghouse,
1986.
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MARC
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| 099 | |f ERIC DOC # |a ED269584 | ||
| 100 | 1 | |a Caracelli, Valerie J. | |
| 245 | 1 | 4 | |a The Career Goals of Reentry Women |h [microform] : |b A Not So Hidden Agenda / |c Valerie J. Caracelli. |
| 260 | |a [S.l.] : |b Distributed by ERIC Clearinghouse, |c 1986. | ||
| 300 | |a 40 p. | ||
| 336 | |a text |2 rdacontent. | ||
| 337 | |a microform |2 rdamedia. | ||
| 338 | |a microfiche |2 rdacarrier. | ||
| 500 | |a ERIC Note: Paper presented at the Annual Meeting of the American Educational Research Association (70th, San Francisco, CA, April 16-20, 1986). |5 ericd. | ||
| 500 | |a ERIC Document Number: ED269584. | ||
| 520 | |a A pre- and posttest academic year longitudinal design was used to document the early transition experience of adult women entering or returning to college who differ along motivational dimensions and expectations. In 1981 and 1982, two cohorts of volunteer subjects were recruited from Fordham University's EXCEL program, a special entry program for adults leading to a bachelor of arts degree. A combined sample of 61 women was administered the California Q-set, Tennessee Self-Concept Scale (TSCS), and College Transition Inventory. Women were classified according to career goal focus as integrators (focused career goals) and seekers (unfocused career goals). Personality profiles of integrators and seekers were surprisingly similar. Differences on Q-items gave integrators an advantage in a college environment. Subscale scores of the TSCS showed that the two groups were different at the time of college entrance, integrators had higher mean scores, and during the first year of transition, the gap widened. Academic performance for both groups over a 2-year period was above average. At the end of their first year most women had positive attitudes about their college experience. No significant difference in persistence existed between the two groups. (Data tables are appended.) (YLB) | ||
| 521 | 8 | |a Teachers. |b ericd. | |
| 521 | 8 | |a Counselors. |b ericd. | |
| 521 | 8 | |a Administrators. |b ericd. | |
| 521 | 8 | |a Practitioners. |b ericd. | |
| 533 | |a Microfiche. |b [Washington D.C.]: |c ERIC Clearinghouse |e microfiches : positive. | ||
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| 650 | 0 | 7 | |a Academic Achievement. |2 ericd. |
| 650 | 0 | 7 | |a Academic Persistence. |2 ericd. |
| 650 | 1 | 7 | |a Adult Students. |2 ericd. |
| 650 | 1 | 7 | |a Career Choice. |2 ericd. |
| 650 | 0 | 7 | |a Educational Research. |2 ericd. |
| 650 | 1 | 7 | |a Females. |2 ericd. |
| 650 | 1 | 7 | |a Goal Orientation. |2 ericd. |
| 650 | 0 | 7 | |a Higher Education. |2 ericd. |
| 650 | 0 | 7 | |a Longitudinal Studies. |2 ericd. |
| 650 | 0 | 7 | |a Nontraditional Students. |2 ericd. |
| 650 | 1 | 7 | |a Reentry Students. |2 ericd. |
| 650 | 0 | 7 | |a Self Concept. |2 ericd. |
| 650 | 0 | 7 | |a Student Attitudes. |2 ericd. |
| 856 | 4 | 2 | |z Request ERIC Document |u https://colorado.idm.oclc.org/login?url=https://colorado.illiad.oclc.org/illiad/COD/illiad.dll?Action=10&Form=23 |
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