Women’s Midlife Career Transition to Tenured/Tenure-Track Faculty in Adult Education

Faculty characteristics are changing, and traditional theories may not account for the intersection of increasing numbers of women faculty and career changers to higher education in examining faculty development. Using a conceptual framework composed of adult transition and career development models...

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Bibliographic Details
Published in:Adult education quarterly (American Association for Adult and Continuing Education) 2020-02, Vol.70 (1), p.44-63
Main Authors: Cherrstrom, Catherine A., Alfred, Mary V.
Format: Article
Language:English
Subjects:
Adult Education
Adult Educators
Career Change
College Faculty
Midlife Transitions
Tenure
Women Faculty
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Summary:Faculty characteristics are changing, and traditional theories may not account for the intersection of increasing numbers of women faculty and career changers to higher education in examining faculty development. Using a conceptual framework composed of adult transition and career development models, this phenomenological study investigated the career transition and strategies of women midlife career changers to the professoriate. Findings included a midlife career transition process and related challenges, supports, and strategies to navigate the process with implications for theory and practice.
ISSN:0741-7136
1552-3047
DOI:10.1177/0741713619867077