Abstract
Investigation into the motivation and experience of midlife learners can provide educators with concrete information about the learning process. Such investigation must include careful longitudinal observation and a case history approach to individuals who attend gerontology programs. This paper discusses the academic and personal experiences of one class of midlife women enrolled in a small graduate program in gerontology—one designed from a human development perspective. A study of the class (mean age 42) revealed a picture of middle‐age concerns. It examined the women's participation and their motivation for learning through the experience of affective involvement in the process. The method of study integrated participant observation, survey data, student journal writing, and in‐depth interviews. It found that many of the women had high expectations for their academic performance. Motivation and experiences of the learners are explored in the context of social and educational theory and research. The p...
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