ABSTRACT

Since the 1970s, the adult student population in higher education has increased signifi - cantly. According to the National Center for Education Statistics (NCES), by 2007 adult student enrollment in postsecondary education reached 36.2% of the total undergraduate enrollment, with community colleges enrolling 43.7% of its population exceeding 24 years of age. Adult students in higher education institutions are typically categorized as being 25 years of age and older (Kasworm, 2003). Th e additional time adult students have for personal development contributes to their greater level of “maturity and developmental complexity acquired through life responsibilities, perspectives, and fi nancial independence” when compared to their traditionally aged (18-24) counterparts (Kasworm, 2003, p. 3). Adult students in higher education institutions have more obligations to multiple life demands such as work (69% work part-time), marriage (57%), and/or supporting dependants other than their spouse (53%) that compete for the time they devote to their studies (Kasworm, 2003). Th e multiple role requirements that adults experience on a daily basis infl uence their academic performance and meaning-making experiences in the undergraduate classroom (Lave & Wenger, 1991; Wenger, 1998).