Gender and Minority Group Differences in Desired Outcomes of Adult Post-Secondary Education: The Student Perspective.

Autor/in	Grayson, J. Paul
Institution	York Univ., Toronto (Ontario). Inst. for Social Research.
Titel	Gender and Minority Group Differences in Desired Outcomes of Adult Post-Secondary Education: The Student Perspective.
Quelle	(1993), (36 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	1-55014-221-6
Schlagwörter	Adult Education; Adult Students; Career Education; Educational Research; Females; Foreign Countries; Higher Education; Minority Groups; Outcomes of Education; Sex Differences; Student Characteristics; Student Educational Objectives; Student Motivation + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Arbeitslehre; Bildungsforschung; Pädagogische Forschung; Weibliches Geschlecht; Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Ethnische Minderheit; Lernleistung; Schulerfolg; Sex difference; Geschlechtsunterschied; Schulische Motivation
Abstract	A study surveyed 1,091 students admitted to Atkinson College for Fall 1993 to determine the outcomes new adult students expected from their university experience and the degree to which desired outcomes varied by gender and visible minority status. Analysis of responses showed the following: knowledge acquisition and career advancement were the most important outcomes for newly admitted students; civic improvement and improvements in family relations were regarded as outcomes of intermediate importance; and social involvement and family approval were regarded as relatively unimportant. The importance of particular outcomes varied with the general social characteristics of students; however, differences were not large. Although the importance of certain outcomes varied by gender and/or visible minority group status, these variables only explained a small amount of total variance. The importance of many outcomes also varied by student characteristics such as length of time in the country, marital status, and having children in the home. In essence, although gender and visible minority group status differences existed with regard to the importance of the desired outcomes of the university experience, differences were small. (The paper contains 7 data tables and 16 references.) (YLB)
Anmerkungen	Institute for Social Research, York University, 4700 Keele Street, North York, Ontario M3S 1P3, Canada ($12.50, Canadian).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC