Crisis or Turning Point? The Frustrations and Transformations of the Mid-life Education Doctoral Student

Using grounded theory, this study examined the experiences and perceptions of education doctoral students, aged 40 to 57, as they communicated them. Twenty-one mid-life students in 9 universities throughout the United States and 1 in Canada comprised the sample. Consistent with systems theory, the holistic research used in both questionnaires and in-depth telephone interviews included the multifaceted experiences of the respondents. Examined categories included: (1) decision to enter; (2) admissions process; (3) early classroom admissions; (4) socialization and acclimation; and (5) balance of work, family, and student roles. Findings indicate that mid-life doctoral students exhibit many characteristics of the adult learner while also maintaining characteristics unique to this mid-life doctoral demographic. (Contains 46 references.) (SLD) Reproductions supplied by EDRS are the best that can be made from the original document