Abstract

In the state of Utah, adult education students often leave their programs before 100 hours of instruction. This can leave students without the necessary academic knowledge, skills, and credentials to move forward with postsecondary education and training or employment opportunities. This phenomenological study examines the key factors of persistence in non-traditional students ages 25 and over in an urban adult education program who continued beyond 100 hours of instruction. Fourteen students were interviewed using a semi-structured interview protocol to identify factors that caused them to stay in an adult education program. The interviews with students examined dispositional, institutional, situational, and motivational factors through a student involvement lens. Findings of this study indicate that students who persist generally have high degrees of involvement. While students had fears and concerns about engaging with adult education, the personnel and culture of the program helped them overcome their unease. Students also had a growth mindset that created expectations of discomfort and effort. Institutional factors such as allowing students to choose the modality of instruction and schedule, having focused and relevant instruction, feeling seen, being treated with respect, communicating regularly with students, tracking progress, and providing quality instruction all helped students persist in the program. Students were motivated to persist because of family and a personal desire to move forward. As programs intentionally impact the institutional factors identified in this study, students will be more likely to persist in adult education programs long enough to build the knowledge and skills necessary to find personal success and sustainable employment.

Degree

EdD

College and Department

David O. McKay School of Education; Educational Leadership and Foundations

Rights

https://lib.byu.edu/about/copyright/