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A Qualitative Investigation of the Experience of African-American Adult Learners in the Third Age: Perceptions and Attitudes Towards Lifelong Learning

Simpson, Darcia Lee
http://rave.ohiolink.edu/etdc/view?acc_num=csu1432557940

Abstract Details

2015, Doctor of Philosophy in Urban Education, Cleveland State University, College of Education and Human Services.
The aim of this qualitative study was to examine contextualized experiences of African-American Third Agers (AATA). Current literature conceptualizes Third Agers as individuals who are societally positioned to experience meaningful and purposeful periods of self-discovery and adult development later in life. However, among Third Age theorists, adult educators, educational gerontologists (a sub-field of adult education), psychologists, sociologists, and diversity theorists, there are comparatively few research studies of the experiences of AATA. As a result, we do not know much about AATA; this poses a significant problem. Therefore, this investigation of AATA’s experiences simultaneously reduced the related literature gap, added to the academic body of knowledge on older adults, and strengthened the emerging study of the third age. The goals of the study were to understand who these individuals are, what their experiences were as adult learners, and what learning meant to them at this stage in life. The overarching research question that guided this inquiry are the following: what does it mean to be an AATA adult learner? Within this question are two related questions: (1) What is the experience of lifelong learning as narrated by AATA, (2) What meaning do AATA give to this phase of life as it relates to lifelong learning? Narrative research was used to capture the stories of a small group of participants, with the intent of collecting rich, in-depth narratives on the topic. The data was collected through semi-structured interviews. Data analysis was guided by the narrative inquiry approach. This study produced an understanding of how AATA perceive of themselves as learners and investigated their attitudes towards lifelong learning for assisting institutions in the delivery of quality educational experiences for an aging population.
Elice Rogers, Ed.D. (Committee Chair)
Anne Galletta, Ph.D. (Committee Co-Chair)
Catherine Hansman, Ed.D. (Committee Member)
Jonathan Messemer, Ed.D. (Committee Member)
Regennia Williams, Ph.D. (Committee Member)
Ovella Roulette-McIntyre, Ph.D. (Committee Member)
123 p.
Adult Education; African Americans; Aging; Community College Education; Continuing Education; Curriculum Development; Educational Leadership; Educational Sociology; Gerontology; Minority and Ethnic Groups; Spirituality
Lifelong learning; third age; adult learning; adult development; African-American older adults; older adults; aging; retirement; third agers; Baby Boomers; elderly; volunteerism; motivation; spirituality; African-American spirituality; adult education

Recommended Citations

Citations

  • Simpson, D. L. (2015). A Qualitative Investigation of the Experience of African-American Adult Learners in the Third Age: Perceptions and Attitudes Towards Lifelong Learning [Doctoral dissertation, Cleveland State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=csu1432557940

    APA Style (7th edition)

  • Simpson, Darcia. A Qualitative Investigation of the Experience of African-American Adult Learners in the Third Age: Perceptions and Attitudes Towards Lifelong Learning. 2015. Cleveland State University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=csu1432557940.

    MLA Style (8th edition)

  • Simpson, Darcia. "A Qualitative Investigation of the Experience of African-American Adult Learners in the Third Age: Perceptions and Attitudes Towards Lifelong Learning." Doctoral dissertation, Cleveland State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=csu1432557940

    Chicago Manual of Style (17th edition)

csu1432557940
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© 2015, all rights reserved.
This open access ETD is published by Cleveland State University and OhioLINK.