Abstract
Researchers qualitatively examined the experiences of first-generation adult women in a 4-year university, and found that participants (a) experienced enhanced academic self-efficacy through positive instructor feedback, (b) resolved the “dilemma of choice” regarding role expectations, and (c) developed a sense of responsibility for the academic status of the next generation.
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Recommended Citation
Neal, S. J.,
&
Bell, A. A.
(2009).
What I Do Matters, Too: Transformation and Success of First-Generation Adult Women in Undergraduate Education.
Adult Education Research Conference.
https://newprairiepress.org/aerc/2009/roundtables/14
What I Do Matters, Too: Transformation and Success of First-Generation Adult Women in Undergraduate Education
Researchers qualitatively examined the experiences of first-generation adult women in a 4-year university, and found that participants (a) experienced enhanced academic self-efficacy through positive instructor feedback, (b) resolved the “dilemma of choice” regarding role expectations, and (c) developed a sense of responsibility for the academic status of the next generation.
