Abstract

When adult learners decide to return to higher education, whether to seek career opportunities or for personal growth, they often experience challenges. Since the 1970s, mature women who have decided to return to post-secondary education have faced more pronounced obstacles due to the multiplicity of women’s roles, a lack of social support, and the challenges of assimilating into an environment designed for younger, traditional students. This dissertation explores the barriers mature 21st-century women face when returning to post-secondary education. It contributes to the otherwise sparse research on the undervaluing of mature women, providing updated findings on today’s mature female students. The data in this research includes narrative interviews grounded on specific themes and driven by personal conversations with the participants. Due to the recurrent themes described by the participants, a general inductive method was used through a narrative analysis framework. The findings were structured around three main pillars: situational barriers, dispositional barriers, and institutional barriers. The exploration of the situational barriers considered the personal obstacles related to domestic relationships and family obligations. The second pillar’s investigation of the dispositional barriers explicitly focused on the participants’ attitudes and perceptions regarding gender, age, socioeconomic levels, and prior educational experiences. Finally, the consideration of institutional barriers examined the lack of visibility and equity provided by institutions of higher learning to non-traditional, mature female students.