An exploration of complexity and generativity as explanations of midlife women's graduate school experiences and reasons for pursuit of a graduate degree.
This study focused on reasons midlife (40-59 years) women graduate students pursued graduate study and identified their experiences when enrolled. Developmental theory and concepts of generativity and complexity were used to analyze the data (Erikson, 1950, 1968; Ryff & Heinke, 1983; McAdams, Ruitzel, & Foley, 1986). The responses of 212 women were coded themes expressed. Results indicated that the reasons midlife women attend graduate school are best explained by concepts of security and complexity. Subcategories of complexity (challenge, change, and growth) were useful rationale for why midlife women pursue graduate study and best describe their experiences when enrolled.
D000328:Adult; D001290:Attitude; D004500:Education, Graduate; D005260:Female; D006801:Humans; D008875:Middle Aged; D013334:Students / Q000523:psychology*; D011795:Surveys and Questionnaires; D014481:United States; D014930:Women / Q000523:psychology*