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Relevant bibliographies by topics / Mature women student

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Academic literature on the topic 'Mature women student'

Author: Grafiati

Published: 4 June 2021

Last updated: 4 February 2022

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Journal articles on the topic "Mature women student"

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Driessen, Danya. "Women as Mature-Aged Engineering Students." Australian Journal of Career Development 2, no. 1 (March 1993): 26–30. http://dx.doi.org/10.1177/103841629300200108.

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This study, based on female engineering students at the Moorabbin College of TAFE and Swinburne University of Technology, examined the influences on mature-aged women making non-traditional career choices. It was designed to investigate how these influences and the students' personal values had changed since making career choices as a high school student. Through the use of a survey and personal case study interviews, information regarding the problems and benefits of being a mature-aged female student of a non-traditional career was gathered. An insight into the personality type of the ‘non-traditional’ career student was also gained.

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Stone, Cathy Margaret Mary, and Sarah Elizabeth O'Shea. "My children… think it’s cool that Mum is a uni student: Women with caring responsibilities studying online." Australasian Journal of Educational Technology 35, no. 6 (December 28, 2019): 97–110. http://dx.doi.org/10.14742/ajet.5504.

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Much has been written about the growing influence and reach of online learning in higher education, including the opportunities that this can offer for improving student equity and widening participation. One area of student equity in which online learning has an influence is that of gender equity, particularly for mature-age students. This article explicitly explores how the dual identities of student and family carer are managed by women studying online. It highlights the largely invisible yet emotional and time-consuming additional load that many women are carrying and discusses the importance of this being recognised and accommodated at an institutional level. Online study has the potential to facilitate a more manageable and achievable study path for students with caring responsibilities, most of whom are women. Institutional understanding and awareness are required for this potential to be truly realised, thereby reducing educational inequity.

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Duncan, Diane M. "The Socialisation of Mature Women Student Teachers: The importance of ethnographic accounts to educational research." Teaching in Higher Education 5, no. 4 (October 2000): 459–74. http://dx.doi.org/10.1080/713699177.

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Andrade, Cláudia, Tricia van Rhijn, and Marisa Matias. "School-to-Family and Family-to-School Enrichment in Women pursuing Post-Secondary Education." Psychologica 60, no. 2 (December 13, 2017): 101–16. http://dx.doi.org/10.14195/1647-8606_60-2_6.

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Mature and reentry female students enrolled in post-secondary education, in most cases, combine school with other life roles. Despite the growing trend to study how multiple roles may conflict with each other, evidence suggests that multiple roles can be enriching and that female non-traditional students are particularly prone to experience these benefits. Thus, we tested a school-to-family and family-to-school enrichment model, in which school dimensions (mastery experiences, low school exclusion, school satisfaction and school-to- -family balance) were antecedents to school-to-family enrichment and family dimensions (family satisfaction and family-to-school balance) were antecedents of family-to-school enrichment. This model was tested, through path analysis, using 88 non-traditional Portuguese students (female student parents) enrolled in an evening undergraduate program. The model showed an adequate fit to the data, suggesting that aspects of school-to-family and family-to-school enrichment coexist. Mastery experiences and low school exclusion were associated with school-to-family enrichment while perceptions of school-to-family balance and satisfaction with the school role were not. Perceptions of family-to-school balance were associated with family-to-school enrichment but family satisfaction was not. These findings unveil a new view on mature students enrolled at the university, pointing to the role of positive experiences at school and on school-family balance to a better interface of school and family roles.

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Thacker, Charlene, and Mark Novak. "Student Role Supports for Younger and Older Middle- Aged Women: Application of a Life Event Model." Canadian Journal of Higher Education 21, no. 1 (April 30, 1991): 13–36. http://dx.doi.org/10.47678/cjhe.v21i1.183092.

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This paper is a report on a study of 276 women aged 35 to 64 who have re-entered university. We used the life-event framework to focus on the stress of university life, on the methods these women use to cope with stress and on their adaptations to the demands of school. We compared the re-entry experience of two sub-groups in our population: students aged 35 to 44 (with young families) and those aged 45 to 64 (with mature families). We found that each group had different motives for attending school, each group felt different strains during the school year and each group used different methods and resources to cope with the demands of student life. The paper concludes with a review of the literature on programs that meet the needs of re-entry women. We note the applicability of these programs to the distinct needs of younger and older re-entry women and we encourage the development of more programs to meet both groups' needs.

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Bonsaksen, Tore. "Deep, Surface, or Both? A Study of Occupational Therapy Students’ Learning Concepts." Occupational Therapy International 2018 (August 7, 2018): 1–8. http://dx.doi.org/10.1155/2018/3439815.

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Background. Students’ conceptualization of learning has been associated with their approaches to studying. However, whether students’ learning concepts are associated with their personal characteristics is unknown. Aim. To investigate whether sociodemographic, education-related, and personal factors were associated with the learning concepts of Norwegian occupational therapy students. Methods. One hundred and forty-nine students (mean age 23.9 years, 79.2% women) participated in the study. The employed self-report questionnaires included the Approaches and Study Skills Inventory for Students, the Rosenberg Self-Esteem Scale, and the General Self-Efficacy Scale. Differences between student cohorts were analyzed with one-way analyses of variance and χ2 tests, whereas factors associated with the students’ learning concepts were analyzed with bivariate correlation and linear regression models. Results. The students’ mean scores on the deep and surface learning concept scales were similar. Spending more time on the independent study was associated with having higher scores on the unidimensional learning concept measure. Conclusions. The students’ learning concept appears to encompass a surface concept as well as a deep concept of learning, and the two ways of conceptualizing learning were positively related to each other. Over time, a mature deep concept may add to, rather than replace, a basic surface concept of learning.

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Kozlova, Yana O. "The Easter Short Story Genre as the Result of Spiritual and Moral Strivings of A. P. Chekhov (On the Night before Easter, Student, and Bishop)." Vestnik NSU. Series: History and Philology 20, no. 2 (2021): 120–27. http://dx.doi.org/10.25205/1818-7919-2021-20-2-120-127.

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Purpose. This paper aims to examine the short stories On the Night before Easter, Student and Bishop by A. P. Chekhov, which the author unites into an individual Easter story cycle based on their common spiritual and moral challenges and particular calendar time – the Easter. Results. The landscape in On the Night before Easter is in consonance with thoughts and inner world of the storyteller, novitiate Hieronimus and idling folk. By depicting nature, Chekhov manages to antithesize ‘spiritual’ and ‘fleshly’, ‘true’ and ‘borrowed’ knowledge. Easter motifs and attributes also contribute to this atmosphere. In this short story, Chekhov portrays the Church representatives as common people, which results in powerful emotional feedback from the readers. The main idea of the Easter short story Student – the issue of human memory, belief and time. At Easter the protagonist – Ivan Velikopolskii – has ‘resurrected’, feels a desire to live and enjoy his life. An accidental meeting with two women at the campfire on Great Friday allows him to acknowledge the importance of being involved in someone else’s suffering and uniting with people. In Bishop, one of Chekhov’s ‘top’ works, Easter motifs, attributes and landscape sketches help the writer to reveal the protagonist’s inner world and get through the author’s idea of the value of human life. This story finalizes many motifs and themes typical for Chekhov’s mature works. Conclusion. The works represented in this article are united by common themes, plots and Easter motifs and multiple psychological details embedded in the narration, which depict the inner world of characters. Landscape descriptions correlating with the characters’ spiritual state also play a significant role.

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Cheng, Qun, Shangjin Lin, Bo Bi, Xin Jiang, Hongli Shi, Yongqian Fan, Weilong Lin, Yuefeng Zhu, and Fengjian Yang. "Bone Marrow–derived Endothelial Progenitor Cells Are Associated with Bone Mass and Strength." Journal of Rheumatology 45, no. 12 (September 1, 2018): 1696–704. http://dx.doi.org/10.3899/jrheum.171226.

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Objective.Blood vessels of bone are thought to influence osteogenesis of bone. No clinical studies have determined whether angiogenesis is related to bone mass and gene expression of growth factors. We compared bone marrow endothelial progenitor cells (EPC), which control angiogenesis of bone in postmenopausal women incurring fragility fracture, with osteoporosis or traumatic fracture with normal bone mass (COM).Methods.Bone specimens were obtained from age-matched women with osteoporosis or COM. Mononuclear cells were isolated and EPC were detected by flow cytometry. The expression levels of specific genes were measured. Bone mineral density (BMD) was determined, and serum markers of bone turnover also were measured. Differences between OP and COM were assessed with Student t test or Mann-Whitney U test, and correlations were determined using Spearman’s correlation.Results.Compared with COM, patients with OP had significantly lower levels of serum osteocalcin, procollagen type-1 N-terminal propeptide, and 25-hydroxy vitamin D, as well as decreased BMD of total hip and femoral neck and fewer bone marrow EPC. Expression levels of vascular endothelial growth factor, angiopoietin-1 (Ang-1), angiopoietin 2 (Ang-2), and the osteoblast-specific genes runt-related transcription factor 2 (RUNX2) and osterix in bone were significantly lower in OP than in COM. We determined that mature EPC were correlated positively with BMD of the femoral neck and total hip, gene expression of Ang-1, RUNX2, and CD31, and negatively with gene expression of receptor activator of nuclear factor-κB ligand and Ang-2.Conclusion.Our results demonstrate correlations of bone marrow EPC with bone mass and gene expression of growth factors, which support a hypothesis of crosstalk between angiogenesis and osteogenesis in bone health.

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Oyarvides, Victor, Daniel Castellano, Luis Leon Mateos, Emilio Esteban, Laura Basterretxea, Aranzazu Gonzalez del Alba, Jose Angel Arranz Arija, et al. "Prospective assessment of circulating endothelial cells (CECs) as early markers of clear cell renal cell carcinoma (CCRCC) progression in first-line setting: The Circles study (SOGUG 2011-01)." Journal of Clinical Oncology 31, no. 6_suppl (February 20, 2013): 436. http://dx.doi.org/10.1200/jco.2013.31.6_suppl.436.

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436 Background: Angiogenesis inhibitors have become a cornerstone in the management of clear cell renal cell carcinoma (CCRCC). Since circulating endothelial cells (CECs) counts have been proposed as surrogate biomarkers of angiogenesis, they could potentially be used to assess the activity of such drugs. Methods: An observational prospective study is being performed in 11 institutions members of the SOGUG group. Patients with confirmed CCRCC on first-line treatment who have not progressed after 3 months of therapy are considered eligible. CECs (CD 105+,CD 45-, DAPI + cells assessed by the Cell Search system), are determined every 6 weeks for 15 months or radiological tumor progression. Results: Up to 64 of the 75 scheduled patients have already been recruited. Mean age was 64 years, 73% were men and 27% women. Distribution upon MSKCC risk cathegories was: good 30%, intermediate 58%, poor 3% and not available (N/A) 9%. 57 (90%) patients received sunitinib, 3 (5%) pazopanib, 1 (2%) temsirolimus and was N/A in 3 (5%). The CECs counts were determined in 60 patients. At baseline median was 47 cells/4 ml (range 4-480). When comparing patients who experienced tumor progression while on study (11 cases) with patients who did not (28 CECs/4 ml vs. 73 CECs/4ml respectively), a significant difference was found (p = 0.002, t-student). Several exploratory analysis regarding concomitant conditions and patients and tumor characteristics showed that cases with heavily treated hypertension (8 in 60 patients) had lower baseline CECs counts, though without statistical significance (p = 0.068, t-student). Conclusions: Our data point to a different behaviour of CECs counts among CCRCC patients tretated with anitangiogenic drugs that could lead to identify specific subpopulations. Mature results will be presented at the meeting.

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Wright, Sue Marie, and R. Edwards. "Mature Women Students: Separating or Connecting Family and Education." Teaching Sociology 22, no. 4 (October 1994): 351. http://dx.doi.org/10.2307/1318931.

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Dissertations / Theses on the topic "Mature women student"

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Mosimege, Keolebogile Betty. "Multiplicity of roles experiences of mature women students in a higher education setting /." Diss., Pretoria : [s.n.], 2006. http://upetd.up.ac.za/thesis/available/etd-09182007-115401.

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Merrill, Barbara. "Gender, identity and change : mature women students in universities." Thesis, University of Warwick, 1996. http://wrap.warwick.ac.uk/36294/.

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In recent years policy changes have encouraged access to and the participation of adults in British universities. This thesis is a case study which looks at the experiences of non-traditional adult women students in universities. Emphasis is placed on understanding the experiences of mature undergraduate women students in universities from the perspectives of the actors. This is a sociological study. I draw on and integrate three theoretical paradigms: Marxist feminism, Marxism and interactionism. I examine the significance of macro and micro levels in shaping the behaviour, attitudes and experiences of women adult students. Gender and class were important factors in shaping the past and present lives of women in this study. However, in deciding to return to learn the women were actively choosing to change the direction of their lives. An underlying question was to what extent did studying change the way participants perceived themselves as women? Learning and the influence of social science disciplines helped the women to deconstruct and redefine the self. Being a student was influenced by the interaction of structure and agency. The women's student identity was shaped by both their own actions and institutional forces. Adult students are not homogeneous. Younger, single mature women experienced university life differently from older, married women as do full-time students compared to part-time students. The women studied here adjusted to the institutional life of a university through the formation of subcultures. To understand fully the experiences of being an adult student the interactions between public and private worlds are examined. A biographical approach using interviews was employed. A small sample of male mature students was included to identify the extent to which experiences were gendered ones. Despite the struggles the women interviewed valued the acquisition of knowledge and learning in a university environment.

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Mallia, Carole. "Mature women students and higher education : do their skills count?" Thesis, University of Nottingham, 2010. http://eprints.nottingham.ac.uk/11821/.

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This thesis examines the experience of a group of mature women students before, during and after their period of study in higher education. Specific research areas of investigation focus on their existing skills, and the value they give to these skills, and those they develop over their time of study. The context for the study is provided by an examination of the historical development of girls’ and women’s education, looking specifically at its gendered nature. Similarly, the development of universities is examined, in particular, debates on what universities are for, and how they are increasingly linked to providing an educated and skilled workforce rather than being autonomous institutions of education. The research is situated in a period of keen interest in skills development, when many universities were considering their development in some form or other. This sets the context for the women participants in this study in schools that were piloting key skills in different ways. This is explored in relation to their experience of this burgeoning interest in skills. The research approach used was chosen to enhance understanding of the issues that affect mature women students returning to learning. It draws heavily on feminist methodology and is also influenced by the work of Michel Foucault and Paolo Freire. These theorists are used to shed light on how issues of power are endemic within the society in which this research takes place. The feminist methodology employed has allowed me to become part of the research, and to reflect upon my own experiences as a mature student in higher education as well as those of the other participants. The research analysis is based heavily upon multiple semi-structured interviews conducted with each of the women. The analysis reveals how the women feel their skills are valued both by themselves and by the institute of higher education where they studied and by wider society. Whilst the women feel that they have considerable skills as mature women, the discussion reveals a number of interesting factors regarding which skills the women expect to be valued in the wider world compared to the skills they value in themselves.

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Adams, S. "Mature students in higher education with special reference to women." Thesis, Swansea University, 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.635847.

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The central purpose of this thesis is to analyse the experiences of mature men and women students studying full-time in higher education. The data presented in this thesis are derived from in-depth interviews with mature students studying in Swansea University College. The thesis demonstrates the ways in which class and gender affected the experience of mature students both within and outside their place of study. The thesis argues that higher education, which is a transitional process for traditional age students, is a TRANSFORMATIVE process for mature students. This process centred upon the attempts of mature students to renegotiate their personal identity. The thesis thus focuses on the person and upon issues of identity. The theoretical framework draws upon the symbolic interactionist tradition and upon the sociology of gender. It explores the ways in which the relationship between gender and identity are articulated within 'every-day' social interaction. The thesis works with four class/gender categories. The extent of self transformation and the problems of achieving affirmation of the new self by a transition of pre-existing social statuses were least in the case of middle-class men and most acute for working-class women. The process of being the new person can only be continued within parameters set by the individual's social circumstances. Class and gender determine the extent to which these lie within the power of the individual to change. Working-class women experienced the greatest incongruence between their new selves and their unchanged domestic/social situations AND found the expression of their new selves blocked by untransformed relationships.

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Hood, Mary Ann. "Her master's: the experiences of mature women in postgraduate study." Thesis, University of Fort Hare, 2008. http://hdl.handle.net/10353/211.

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This study explored the experiences of mature women undertaking Master’s degrees at a Historically Disadvantaged Institution of Higher Learning in South Africa. Attaining a Master’s degree is a significant milestone in education and the process may take from one to three, or more, years. The study aims to describe aspects of the women’s experiences of their research journeys and the goal of the study is to present descriptions of these experiences. The methodology is qualitative and uses a critical feminist approach, appropriate to exploring the research questions. A critical feminist stance holds that women experience the world differently to men given the patriarchal structure of society. Emphasis is placed on the primacy of the co-researcher’s perceptions of their experiences. A single method research design was followed using semi-structured interviews. The analysis resulted in the emergence of a number of central themes. Together these reflect the experiences of the co-researchers, although they did not automatically share all the experiences. The findings show that postgraduate study, in the form of a Master’s degree, was found to be transformative, meaningful and worthwhile, although not without difficulties; mainly the demands required of multiple roles within home, community, work, and the university. This study contributes towards the larger body of research within education, in particular in the understanding the experiences of mature women within the field of postgraduate study.

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Lillis, Theresa. "Making meaning in academic writing : mature women students in higher education." Thesis, Sheffield Hallam University, 1998. http://shura.shu.ac.uk/3113/.

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This study was motivated both by my own experiences as a working class student at university and as a tutor working with so called 'non-traditional' students studying on higher education courses. The central focus is the experience of making meaning in academic writing of ten women students with whom I met on an individual basis over a period of between 1 and 3 years to talk about specific instances of their writing for undergraduate course work. Most of the study reported here is based on discussions of their academic writing at first year undergraduate level. In exploring the student-writers' experience my analysis has been significantly informed by the following writers and notions: Fairclough's three levelled framework for analyzing the production and interpretation of texts which builds on Halliday's contexts of situation and culture (see Halliday 1978; Fairclough 1989, 1992a); the work of Clark and Ivanic on critical language awareness about academic writing (see for example Clark and Ivanic 1991); the work of Ivanic on social identity and authorship in student academic writing (1993; 1998); the notion of literacy practices as developed by a number of writers (Street 1993; Barton 1994) and in particular the notion of essayist literacy (Scollon and Scollon 1981; Gee 1996); Bakhtin's dialogic notion of language and, in particular, the significance he attaches to addressivity in, and for, meaning making (1981). The central argument in this thesis is that any exploration of students' writing at university should be premised on a view of student-writers as meaning makers. This perspective has implications for the methodology necessary in order to carry out such an exploration, as well as for the specific arguments about the student-writers' experience made in this thesis. In relation to methodology, I argue for the centrality of dialogue and present a methodological framework for constructing this dialogue. In relation to the student-writers' experience of meaning making, I argue the following specific points: i.The demands surrounding student academic writing are embedded in an institutional practice of mystery. This practice of mystery is ideologically inscribed in that it works against those least familiar with the conventions surrounding academic writing, limiting their participation in higher education as currently configured. ii.Although the conventions surrounding student academic writing remain implicit, they constitute a particular literacy practice, essayist literacy, which is privileged within the university. The conventions of this practice work towards regulating individual student meaning making in specific ways. iii.The type of student/tutor addressivity surrounding student meaning making in academic writing significantly contributes to both the nature of the students' possible participation in HE and to the meanings that they make. I end by discussing the pedagogical implications of the arguments made in the study.

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Brubaker, Sarah Jane. "Mature Women Students: Effects of the Gender Division of Labor on Education." VCU Scholars Compass, 1992. http://scholarscompass.vcu.edu/etd/4382.

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This thesis seeks to better understand the trend toward mature women college students as impacted by the gender division of labor. It is based on qualitative research involving in-depth, semi-structured interviews with ten African-American and eleven white mature women students age 30 and over enrolled at Virginia Commonwealth University. The interview questions focus on two main decision points in the lives of mature women students. The first is defined as the point at which they chose a course of action, other than attending college, after high school, or when they left college. The second is defined as the point at which these women decided to (re)enter college. The gender division of labor is explored as it exists in capital patriarchal society and emphasis is placed on the processes by which it is created and maintained at both macro and micro levels. The focus of the research is on the connection between the structure of the gender division of labor and the processes through which it affects individual lives in everyday, personal ways. The focus on the two decision points leads the analysis of the trend toward mature women students in a direction not taken by other researchers and helps to uncover aspects of the trend which had been neglected. The findings suggest that the designation of domestic and childcare tasks to women in the gender division of labor greatly affects the trend toward mature women students at both decision points. The gender division of labor becomes a lived reality in individual women's lives and influences their decisions concerning work, family and education. The findings suggest further that the explanations for the trend toward mature women students are much more complex than current literature reflects. For the women who participated in this research, the gender division of labor creates power differentials between women and men which affect women's decisions concerning college which have not been explicitly addressed in other research.

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Lee, Sunghoe. "Mature women undergraduates and South Korean society : the dynamic interface of agency and structure in the historical process." Thesis, University of Cambridge, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.609595.

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Hayes, Amanda Keith. "Making the future : women students in the new further education." Thesis, King's College London (University of London), 1999. https://kclpure.kcl.ac.uk/portal/en/theses/making-the-future--women-students-in-the-new-further-education(159bf916-a37c-4600-8f5f-fd49a9db5dd2).html.

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Adu-Yeboah, Christine. "Constructing higher education experiences through narratives : selected cases of mature undergraduate women students in Ghana." Thesis, University of Sussex, 2011. http://sro.sussex.ac.uk/id/eprint/6349/.

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Higher education has expanded in many countries, including Ghana. This is attributed to the realisation that economies can only be developed and sustained through the development of human and knowledge capital, which is obtainable through higher education participation. Consequently, higher education institutions in Ghana have experienced some diversity and heterogeneity in their composition in terms of participants' ages, socio-economic status, culture and gender, among others. However, it is important to ask how different groups of students fare once entered. A recent ESRC/DFID research project by Morley et al (2010) found that mature students are most at risk of dropping out of higher education. Yet, the experiences of mature students are under researched in Ghana. My study employed the interpretive qualitative research approach to examine life narratives via interviews with eight mature undergraduate women from different socio-economic backgrounds in one public university in Ghana. The study is based on the idea that women who combine domestic work with academic work experience tensions, and therefore must devise strategies to manage their conflicting roles in order to navigate their way through higher education. The women in this study were sampled from the departments of Sociology and Basic Education, where they are known to be clustered. The rationale was to explore their experiences, describe the strategies they adopt to navigate through HE, and to use the findings to make suggestions for institutional development and learning. The findings indicate that the women students' different socio-economic backgrounds, marital status and family lives influence the way they experience higher education and the strategies they adopt for progressing through it. Most of the participants found academic work difficult and made reference to gaps in terms of their knowledge deficit, unfamiliar courses and teaching methods. Again, some women students felt out of place in the higher education arena and therefore had to ‘cut down much of their years' psychologically so that they could mix easily with the younger students. The implications drawn from this study are that there is need for the formulation of an institutional policy on mature women students in higher education, which would also ensure the regular provision of professional development programmes for higher education practitioners. It is expected that when higher education practitioners are regularly trained and sensitised about the heterogeneity in the composition of higher education, and particularly about mature women students' conflicting roles, it will improve their practice, enhance the qualitative experiences of mature women students and consequently, help to retain and increase their participation in higher education.

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Books on the topic "Mature women student"

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Mature women students: Separating or connecting family and education. London: Taylor & Francis, 1993.

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Merrill, Barbara. Gender, identity and change: Mature women students in universities. [s.l.]: typescript, 1996.

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Identity and education: The links for mature women students. Aldershot: Ashgate, 2000.

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Zigman, Laura. Her. Rollinsford, N.H: Beeler Large Print, 2004.

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Her. New York: Alfred A. Knopf, 2002.

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Mature Women Students. Taylor & Francis, 2017. http://dx.doi.org/10.4324/9780203993385.

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Rosalind Edwards Rosalind Edwards South Bank University. Mature Women Students: Separating of Connecting Family and Education. Taylor & Francis Group, 2017.

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University, Rosalind Edwards Rosalind Edwards South Bank. Mature Women Students: Separating of Connecting Family and Education. Taylor & Francis Group, 2017.

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Parr, Janet. Identity and Education: The Links for Mature Women Students. Routledge, 2019. http://dx.doi.org/10.4324/9781315199429.

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Merrill, Barbara. Gender, Change and Identity: Mature Women Students in Universities. Routledge, 2019. http://dx.doi.org/10.4324/9780429427367.

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Book chapters on the topic "Mature women student"

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Woodfield, Ruth. "Mature Women Students, Study Motivation and Employability." In Widening Participation in Higher Education, 91–107. London: Palgrave Macmillan UK, 2012. http://dx.doi.org/10.1057/9781137283412_6.

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Edwards, Rosalind. "Access and Assets: the Experience of Mature Mother Students in Higher Education." In Women and Social Policy, 272–76. London: Macmillan Education UK, 1997. http://dx.doi.org/10.1007/978-1-349-25908-3_20.

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Merrill, Barbara. "Learning a Mature Student Career: Adjustment and Consolidation." In Gender, Change and Identity: Mature Women Students in Universities, 127–53. Routledge, 2019. http://dx.doi.org/10.4324/9780429427367-7.

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Leonard, Madeleine. "Transforming the Household: Mature Women Students and Access to Higher Education." In Changing the Subject, 163–77. Taylor & Francis, 2017. http://dx.doi.org/10.4324/9781315095899-14.

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Parr, Janet. "Why do women return to education?" In Identity and Education: The Links for Mature Women Students, 11–25. Routledge, 2019. http://dx.doi.org/10.4324/9781315199429-2.

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Parr, Janet. "Introduction." In Identity and Education: The Links for Mature Women Students, 1–10. Routledge, 2019. http://dx.doi.org/10.4324/9781315199429-1.

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Parr, Janet. "Identity and education." In Identity and Education: The Links for Mature Women Students, 26–46. Routledge, 2019. http://dx.doi.org/10.4324/9781315199429-3.

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Parr, Janet. "The impact of major life events or changes." In Identity and Education: The Links for Mature Women Students, 47–59. Routledge, 2019. http://dx.doi.org/10.4324/9781315199429-4.

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Parr, Janet. "Childhood experiences." In Identity and Education: The Links for Mature Women Students, 60–81. Routledge, 2019. http://dx.doi.org/10.4324/9781315199429-5.

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Parr, Janet. "Unplanned pregnancies, life course and a return to education." In Identity and Education: The Links for Mature Women Students, 82–99. Routledge, 2019. http://dx.doi.org/10.4324/9781315199429-6.

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Conference papers on the topic "Mature women student"

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Simanjuntak, Risa Rumentha. "“They Gotta Think about the Women First, You Know…?” Does Speaking like a Native Matter?: A Contrastive Analysis of Indonesian and Anglo-american Students’ Speaking." In BINUS Joint International Conference. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0010005402210225.

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