Diverse Issues of Women Professoriates: The How and Now Methods of Bridging the Gap Between Ged and Post-Secondary Education

By Clarice Marlene Grantt PH.D

The fore topic of this publication is of great interest because of a sincere
curiosity and ongoing need to find ways to modify, or rearrange the nature
of the status quo in the areas of women in the professoriate levels, as well as
other diverse cultural issues in higher education. This project will help the
adult education learners to become better informed about how to go about
planning, and executing their postsecondary futures. Experience regarding
the topic came about through seven years of ongoing instructing, testing,
and evaluating the GED learners to fully prepare them for a future advanced
training, or entry into a community college. A sincere interest in further
study on these topics of how best to ameliorate issues of women with or
pursuing a doctorate level status, and the transition of adult education
learners into postsecondary education will increase more knowledge, and
skills in the actual fulfillment of the development of more definite answers
for women with doctorate degree issues, and a transition program that will
prove to be an effective one for the adult learners. The overall study of this
topic can benefit best by presenting more knowledge in what it takes to
accomplish such projects made manifest from the advanced studies from
Concordia University, in the areas of organization, program evaluation,
educational research, curriculum leadership, strategic quality planning, etc.
In the workplace there will be more satisfaction in the overall abilities to
accomplish goals of having a greater rapport with faculty, stakeholders, other
professionals, learners, community, and greater leadership potentials.

• Language: English
• Publisher: Xlibris US
• Release date: Jan 4, 2013
• ISBN: 9781479756131

Clarice Marlene Grantt PH.D

Marlena Moore, Author, is a MUST Gold Faculty Member of the School of Psychology- MUST University, San Francisco, CA. She received her Ph.D in Curriculum, Instruction, and Assessment from Concordia University – State of Delaware. She was recognized for the completion of advanced graduate studies of doctoral course work from Capella University in Minneapolis, MN. She holds a Masters of Science Degree in Leadership in Higher Education from Capella University, and a Master of Science Degree in Counseling Psychology from the University of Central Texas in Killeen, Texas. Received the Certificate of Accreditation from the International Accreditation Organization – Houston, Texas ( 2012). She earned the Texas Adult Education Credential from the Texas State University in San Marcos (2010). She is a Nationally Certified Psychologist (since 2000), and a Board Certified Clinical Psychotherapist through the Professional Psychologist Certification Board - United States. She has a Certificate of Membership from the North American Association of Masters in Psychology in recognition of accomplishments in the field of psychology, (2000-present). Marlena has a special interest in furthering her advancement in leadership in higher education management. She is an aspirant for ongoing development of assessment tools that will aid in the improvement of students showing greater accountability in their educational pursuits. She is determined to continue her publishing career in the areas of education, counseling, and other broad areas of interest. This author has research work available to view through Academia.edu (a total of 309 document views).

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Copyright © 2013 by Clarice Marlene Grantt, PH.D.

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Contents

Introduction

Overview

I.      Quantitative, Qualitative, and Mixed Method designs

II.      The Leadership Traits Most Prevalent in Women

III.      Application of several theories to adult learning in higher education programs of diversity

IV.      Minority doctorate students pursuing degrees on time

V.      Motivational theories and a higher education

VI.      Creation of developmental reading model programs to improve colleges and universities for the adult learner

VII.      Implementation of a GED pre-readiness postsecondary training and technology program

References

To my father E.Vincent Moore, who had total belief in my ability to accomplish a dream… and to all with a true dedication

in the field helping others aspire academically.

PREFACE

Education will always be by far a very popular need in life. Undoubtedly, there are a plethora of books on the market that deals with education. The number is limited that present a overview of various theoretical models and how they can apply to issues of women in the professoriate and in the same publication apply to adult education programs of diversity. The purpose if this publication is to present an overview of some key issues of utmost importance today. Those issues are concerning the ongoing problems with women professors in a male role and the mounting diversity of adult education students. Greater emphasis will be on some approaches to deal ethically with the two foregoing issues.

Diverse Issues of Women Professoriates and The How and Now Methods of Bridging the Gap between GED and Postsecondary Education is written in a style that will be clear to the graduate and the professional learners. This publication focuses on some practical models of higher education leadership and their application to women leaders.

The initial area of this publication looks at research designs and factors that influence the degree completion among women. We examine this through the quantitative, qualitative, and mixed method research.

The second area allows you to explore three popular models of higher education leadership. These models will provide insight into the ramifications of some of the developing results in leadership roles.

The third area recognize the application of several theories for adult learning that are claimed in higher education and how they are understood in adult education programs of diversity.

The fourth area presents the philosophy, assumptions, and other components gathered from peer-review journals on the case study method in the university mileau with high degree completion rates prevalent among minority doctoral learners.

The fifth area relates to motivational theories and their abilities to aid in the process of higher education. They are also instrumental in the development of policies and programs to elevate in the completion of degree plans of doctoral students.

The sixth area describes the beginning of the existence of developmental reading model programs in higher institutes of learning. The basic rationale for such was due to the low academic achievements of adult students.

The last area is essential mainly because of the slow rate of GED graduate students applying to post-secondary institutes. The development of a post-secondary transition program for the adult student will aid in their developing a higher self-esteem toward education.

My appreciation goes out to those who helped me in varied ways as I was writing this book.

Introduction

There is an ongoing need for greater research regarding women with doctoral degree issues. This publication tends to explore some of those issues with up-to-date research in varying areas of the status quo. Understandably, the number of women in professoriates positions or on the increase, it continues to be a slow process. Research in this publication will look at some rationale for this slow pace and several reactions to the studies behind this. Greater emphasis of this publication will focus on the later problem of transitioning the GED student.

All too often, students who complete a GED (General Educational Development) certification, are the first generation in their families to do so. Unlike the graduating high school student they lack vital information regarding how to successfully transition to postsecondary educational institutions. There is little to no knowledge concerning financial aid. They are intimidated by the college environment. They are sometimes deterred by no confidence in their abilities to figure out the process. Students are unaware that there are counselors who could assist them. They have never heard of the different certificates or degrees available, or the kind of jobs made manifest of such. GED students are unprepared for the entrance exams they will have to take to be allowed to enroll into college level classes. Furthermore, the necessary study skills needed to succeed in college, are at a minimal. That said, the adult education programs will need a pre-readiness postsecondary program to be able to successfully transition the adult secondary education (ASE) students, and more advanced technology will be necessary for more instructional training for both the teachers, and the adult students.

The role of the adult education programs are now extending with a need to prepare the adult students for postsecondary education, and training. However, the GED programs are non-profit, and financial means are most times handled by the designated grant writers. Subsequently, grants are to be sought to promote transitioning adult education students to postsecondary education. The purpose of this project will be to develop a curriculum for the orientation course, for community adult education programs that will enhance the transition process of GED/ASE students into postsecondary education. This is a qualitative method research in nature restricted as a need to understand opinions, and look at different perspectives. For this, greater emphasis will be on motivating the students, implementation of a pre-readiness postsecondary training program, and a new technology program.

Overview

The fore topic of this publication is of great interest because of a sincere curiosity and ongoing need to find ways to modify, or rearrange the nature of the status quo in the areas of women in the professoriate levels, as well as other diverse cultural issues in higher education. This project will help the adult education learners to become better informed about how to go about planning, and executing their postsecondary futures. Experience regarding the topic came about through seven years of ongoing instructing, testing, and evaluating the GED learners to fully prepare them for a future advanced training, or entry into a community college. A sincere interest in further study on these topics of how best to ameliorate issues of women with or pursuing a doctorate level status, and the transition of adult education learners into postsecondary education will increase more knowledge, and skills in the actual fulfillment of the development of more definite answers for women with doctorate degree issues, and a transition program that will prove to be an effective one for the adult learners. The overall study of this topic can benefit best by presenting more knowledge in what it takes to accomplish such projects made manifest from the advanced studies from Concordia University, in the areas of organization, program evaluation, educational research, curriculum leadership, strategic quality planning, etc. In the workplace there will be more satisfaction in the overall abilities to accomplish goals of having a greater rapport with faculty, stakeholders, other professionals, learners, community, and greater leadership potentials.

Quantitative, Qualitative,

and Mixed Method designs

Introduction

Interest for this research manifested from the curiosity to know how women are influenced and motivated to fulfill their potential of completing a doctoral education program. To find answers to this a look at the strengths and weaknesses of research designs from the quantitative, qualitative, and the mixed method designs and studying factors that influence degree completion among women in doctoral education programs will be examined. In examining each of these designs references will come from Creswell (2002-2005).

In order to progress from this research it will be necessary to look back at the inception of research methods and the processes thereof. Following a brief history of research methods a comparison and contrast synthesis of quantitative, qualitative, and mixed method research methods will be evaluated in light of finding what design most favor and answer the problem of what motivating factors would most influence women towards completing a doctoral program.

History in Brief on Research Methods

Quantitative research: If the researcher is to find out what motivate women in the area of completing a doctoral education program it should be known that the initial ideas for quantitative research materialized from the study of physical sciences such as physics and chemistry. While this is all considered to be accurate information does it really apply to motivating women? It is not important to know that atoms and molecules are subjected to predictable laws and axioms but for this quiry it is important to know that this is also