What has helped and hindered the experience of adult males who returned to school
department or school: Education, Faculty of
department or school: Educational and Counselling Psychology, and Special Education (ECPS), Department of
data provider: DSpace
degree campus: UBCV
creator: Derganc, Scott
issued: 2015-03-16T17:33:58Z
issued: 2015
related degree: Master of Arts - MA
degree grantor: University of British Columbia
description: How adult males experience returning to school has been rarely documented. The present study explored what helped and hindered adult males in their experience as they returned to school via the adult education system and addressed the following question: “What has helped and hindered the experience of adult males who returned to school?” Twelve males, 19 to 49 years of age in British Columbia, Canada who attended the adult education system operated by the Vancouver School Board, were interviewed using the Enhanced Critical Incident Technique (ECIT) (Butterfield et al., 2009). The qualitative analysis of the interviews identified 346 critical incidents and formed eleven helping categories and seven hindering categories for adult males who returned to school. The eleven helping categories included: (1) Teacher Encouragement, Support and Acceptance, (2) Course Schedule, Timetable and Flexibility, (3) Goals, Motivation and Expectations, (4) Acceptance and Belonging, (5) Stability and Support Systems, (6) Autonomy, (7) Teacher Curriculum Presentation and Delivery (8) Personal Growth, Maturity and Self Awareness, (9) Free or Low Cost, (10) Facilities, Location and Classroom Environment and (11) Computer Literacy and Technology. The seven hindering categories were: (1) Education System Based Instability, (2) Health, Emotional Struggles, Rejection and Judgement, (3) Financial, Work and Family Responsibilities, (4) Academic Struggles, Course Design and Delivery, (5) Immigration, Literacy and Cultural Barriers, (6) Lack of Goals, Motivation and Expectations and (7) Facilities, Classroom and Supplies. The results from this study are discussed in relation to implications for theory, practice and future research.
aggregated CHO: https://circle.library.ubc.ca/rest/handle/2429/52395
note: WHAT HAS HELPED AND HINDERED THE EXPERIENCE OF ADULT MALES WHO RETURNED TO SCHOOL by SCOTT DERGANC A THESIS SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF ARTS in THE FACULTY OF GRADUATE AND POSTDOCTORAL STUDIES (Counselling Psychology) THE UNIVERSITY OF BRITISH COLUMBIA (Vancouver) March 2015 © Scott Derganc 2015 ii Abstract How adult males experience returning to school is rarely documented. The present study explored what helped and hindered adult males in their experience as they returned to school via the adult education system and addressed the following question: “What has helped and hindered the experience of adult males who returned to school?” Twelve males, 19 to 49 years of age in British Columbia, Canada who attended the adult education system operated by the Vancouver School Board, were interviewed using the Enhanced Critical Incident Technique (ECIT) (Butterfield et al., 2009). The qualitative analysis of the interviews identified 346 critical incidents and formed eleven helping categories and seven hindering categories for adult males who returned to school. The eleven helping categories included: (1) Teacher Encouragement, Support and Acceptance, (2) Course Schedule, Timetable and Flexibility, (3) Goals, Motivation and Expectations, (4) Acceptance and Belonging, (5) Stability and Support Systems, (6) Autonomy, (7) Teacher Curriculum Presentation and Delivery (8) Personal Growth, Maturity and Self Awareness, (9) Free or Low Cost, (10) Facilities, Location and Classroom Environment and (11) Computer Literacy and Technology. The seven hindering categories were: (1) Education System Based Instability, (2) Health, Emotional Struggles, Rejection and Judgement, (3) Financial, Work and Family Responsibilities, (4) Academic Struggles, Course Design and Delivery, (5) Immigration, Literacy and Cultural Barriers, (6) Lack of Goals, Motivation and Expectations and (7) Facilities, Classroom and Supplies. The results from this stud…
has type: Thesis/Dissertation
date issued: 2015-05
is shown at: 10.14288/1.0167138
language: eng
degree discipline: Counselling Psychology
provider: Vancouver : University of British Columbia Library
publisher: University of British Columbia
rights: Attribution-NonCommercial-NoDerivs 2.5 Canada
rights URI: http://creativecommons.org/licenses/by-nc-nd/2.5/ca/
scholar level: Graduate
type: Text
identifier URI: http://hdl.handle.net/2429/52395