Abstract
Recent demographic changes in marriage and family increasingly compel aging adult women to seek further education to ensure economic security for themselves and their families. Although some women are able to return to college for undergraduate and graduate degrees, many more women are unable for financial and personal reasons to commit to this amount of time and effort for additional schooling. The short‐term programs offered by proprietary business schools and the economic benefits of salaried rather than hourly employment are becoming increasingly appealing to women whose lives and family situations are often in precarious economic positions. Women's academic successes in these programs depend not only upon personal variables but also upon the support of their social networks. Faculty and staff members of proprietary schools can create supportive holding environments for adult women in transition and can serve as role models for women desiring to increase their confidence and competence in autonomous b...
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