Adult Meaning Making In The Undergraduate Classroom

By Carol E. Kasworm. 2003

206 citations recorded by the source corpus.

This study explores adult undergraduate beliefs about their construction of knowledge in the class-room and the relationships between such knowledge and their adult roles outside the classroom. Five belief structures, called “knowledge voices,” were delineated from interviews with 90 adult students. These belief structures included the entry voice, the outside voice, the cynical voice, the straddling voice, and the inclusion voice. Each of these five knowledge voices suggests a particular construction of the adult student learning world, perceptions of knowledge, and understandings of relationships between the collegiate classroom and the adult learners’ worlds of work, family, self, and community.

Subfields: Education

View Paper: https://www.semanticscholar.org/paper/02bd1c274340265185a5b34300d6a1d8ba3d1f66

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In Education

Citations in the corpus

Adult Learners in a Research University: Negotiating Undergraduate Student Identity (2010, background): “Unlike earlier studies of adults in adult degree programs or in community colleges with a strong open access and adult learner presence (Kasworm, 2003b, 2005), these adult students held more complex and multilayered understandings.”
If Life Happened but a Degree Didn’t: Examining Factors That Impact Adult Student Persistence (2014, background): “These learners experience a wide variety of life circumstances, such as work, family, fi nancial pressures, and community responsibilities, that weigh heavily on their intentions to return and persist in degree programs (Kasworm, 2003; Kazis, Vargas, & Hoffman, 2007).”
Context and identity: exploring adult learners' experiences of higher education (2008, background): “This is widely recognised and variously characterised as an alien or confusing culture (Gallacher et al. 2002; Kasworm 2003) and as a ‘hostile environment’ (Foley 2000).”
University Life of Non-Traditional Students: Engagement Styles and Impact on Attrition (2011, background): “…adult student literature emphasizes that adult engagement is not limited to the experiences in college clubs or organizations: they use the classroom as a setting in which to develop their interaction with peers and faculty and improve their learning (Graham & Donaldson, 1996; Kasworm, 2003, 2005).”
Differential predictors of persistence between community college adult and traditional-aged students (2008, background): “Drawing on the work of others (Kasworm, 1997 ; Kasworm & Blowers, 1994 ), Donaldson and Graham proposed that five components influence the outcomes of college for adult students: prior experience and personal biographies, psychosocial and value orientations, adult cognition, the connecting classro”
Persistence of Women in Online Degree-Completion Programs (2008, background): “Within the broader interpretive orientation, the study’s theoretical framework included distance learning models (Anderson, 2004; Berge, 2002; Huang, 2002; Kasworm, 2003; Salas, Kosarzycki, Burke, Fiore, & Stone, 2002), adult learning models (Brookfield, 1993; Freire, 1993; Knowles & Associates, 198”
Motivation, Interest, and Positive Affect in Traditional and Nontraditional Undergraduate Students (2007, background): “Kasworm (2003) explored adult students’ understanding of their learning experiences as undergraduates and found that despite the heterogeneity that comes with age, older students as a group reported a strong sense of both intrinsic and extrinsic motivation for learning, along with an awareness of ho”
Emotional challenges of adult learners in higher education (2008, background): “In recent research, adult undergraduates were found to negotiate the meaning of their undergraduate learning in elaborate and complex patterns, characterized as meaning structures or knowledge voices (Kasworm, 2003).”
Adult Student Identity in an Intergenerational Community College Classroom (2005, methodology): “This metaphor of the connected classroom represented the social and psychological space for learning through connecting one’s adult life to one’s academic studies and adult student lives (Donaldson, Graham, Kasworm, & Dirkx, 1999; Kasworm, 2003a; Kasworm et al., 2002).”