The Pursuit of College in Adulthood: Reclaiming Past Selves or Constructing New?

Abstract

This study examines the identity processes that are implicated when adults return to college, including the possibility that they may be reclaiming past selves from adolescence or constructing new selves at this particular juncture. In this study, 70 nontraditional-aged community college students were surveyed about their educational pathways, with a focus on their career and educational plans and actions when finishing high school through the current time. In addition, a diverse subset (n = 14) was interviewed. Results suggested four identity processes, two that involved past career selves from adolescence when constructing future pursuits (reclaim past, reject past before constructing new) and two that did not (construct new, expand current). Participants with prior college experience as adolescents were more likely to report well-developed past selves, but they more frequently rejected rather than reclaimed due to lack of perceived feasibility. Future research involving adult identity development is discussed.

The changing nature of graduate education: implications for students in the second half of life

“…During the middle passage, individuals are often opened up to their past, and as each opens up to their past life they must make peace with it before they can move forward in their life's journey, developing what Jung called an authentic self, personal authority and a discovery of their vocation (McWhinney andMarkos 2003, Babineau andPackard 2006). As they do this, as noted earlier by Brewi and Brennan (1999: 94), the individual 'must rework painful experiences and come to terms with themselves as both victims and villains', an emotionally filled experience.…”

“…Certainly I think that is what is evident in the anecdotes that I shared at the beginning of this article-graduate students using, or wanting to use their research to make sense of their lives, in particular so they could consolidate the past in order to move forward into their future. Babineau and Wai-Ling Packard (2006) suggest this when they argue that adults attending or returning to higher education often look to and reflect on their past in order to connect to the future. McWhinney and Markos (2003: 32) have pointed out that often students in the second half of life undertake education under the guise of career enhancement, but once in the thick of it they realize that it was a 'personal cover story to allow them to embark on an unrational journey into their souls'.…”

Nontraditional Women Students' Experiences of Identity Recognition and Marginalization During Advising

“…Nontraditional students may feel behind schedule in their career trajectory, particularly when traditional students represent the majority population and the norm associated with the undergraduate path (Neugarten, 1979). Adults return to college for many reasons, whether to reclaim an identity previously left behind, begin higher education for the first time, or advance a career (Babineau & Packard, 2006).…”

Academic and social experiences of undergraduate college students at a branch campus

“…This study found that students with nontraditional experiences in this study connected their early life experiences with their current college experiences. Babineau and Packard (2006) discussed the construction of identity based on past and current self.…”

“…Past self includes reflections about identity in the past, and current self includes the construction of identity in the present (Babineau & Packard, 2006). Expectations of parents and spouses influence choices made immediately after high school, and students in this study had limited access to role models who had attended or who valued going to college.…”