ERIC Number: ED306989
Record Type: RIE
Publication Date: 1989-Mar
Reference Count: 0
Perceptions of Writing by Exceptional Cases of Adult Returning Women in a Rural Community College: Differences between Persisters and Leavers.
A study was conducted at a rural community college to explore the process by which adult women who had returned to college decided whether to persist or drop out. In-depth interviews were conducted with 17 women who had been identified as exceptional in that they either persisted and graduated even though they had been initially identified as "high risk" (N=9) or voluntarily withdrew in spite of an initial identification as "low risk." One of the recurring themes in their interviews involved writing and writing assignments as part of their college experience. The institutional persisters indicated that writing assignments requiring them to explore their feelings, goals, and thoughts had a positive influence on them. These assignments gave them an opportunity to analyze their reasons for attending college and boosted their self-confidence. For the persisters, courses requiring writing assignments were also positive experiences, especially when class assignments required students to interview others, research topics, discuss self-awareness, and articulate their goals. The leavers, on the other hand, reported difficulty in writing certain types of papers and felt writing was a barrier to their continued enrollment in college. (ALB)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (San Francisco, CA, March 27-31, 1989).