The Influence of Gender, Ethnicity, and Age on Adult Motivation and Barriers to Education

By:
Dr. Sara Beth Kimmel,
Dr. Mary Nell McNeese
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The study, "The Influence of Gender, Ethnicity, and Age on Adult Motivation and Barriers to Education," aggregates the responses of males and females by ethnicity and age, in non-traditional undergraduate and graduate degree programs from six institutions in the U.S. and Canada to determine significant differences in motivations and barriers as commonly cited by students who pursue higher education in adulthood. The study continues research presented at the Diversity Conference in 2004, providing statistical comparison of differences by groups of adult learners who participated in non-traditional degree programs during 2004-2005. Students from five private and one public institution are sampled. The institutions were located in the Canadian province of New Brunswick and in the southern United States. Significant differences are noted by gender, age, and race/ethnicity.


Keywords: Gender and Motivation, Age and Motivation, Ethnicity and Motivation, Adult Learners, Barriers to Higher Education for Adults
Stream: Learning, Education, Training
Presentation Type: Virtual Presentation in English
Paper: Influence of Gender, Ethnicity, and Age on Adult Motivation and Barriers to Education, The


Dr. Sara Beth Kimmel

Assistant Professor of Business Administration, College of Business, Belhaven College
USA

Dr Kimmel is Assistant Professor of Business Administration and coordinator of the International Studies program at Belhaven College, a Christian liberal arts college located in Jackson, MS, USA. She teaches International Business and Global Culture in the traditional business program, and teaches Organization Behavior, Organization Change, and Strategic Management in the graduate business program. Her research interests include gendered politics, organizational barriers to underserved groups, and the motivation of adult learners.

Dr. Mary Nell McNeese

Assistant Professor in Statistics, Department of Educational Leadership and Research, The University of Southern Mississippi
USA


Ref: D05P0357