Abstract
This phenomenological study explored the success of women undergraduate adult learners at a predominantly traditional-aged, mid-size, public master’s comprehensive institution in the Midwest. Five women undergraduate adult learners participated in two intensive individual interviews, focusing on how their experiences have facilitated or hindered their overall success in higher education. Although not intended in the purpose of the study, all participants identified as student-mothers. Findings revealed participants’ motivations to attend college, perceived barriers, and facilitators for success in higher education. Participants’ primary motivation to advance in higher education was to serve as an example to their kids. College educators should consider initiatives toward a climate shift that supports and values women adult learners and mothers as well as implement pre-college programs, peer support groups, and accessible childcare.
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