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Generational differencesMid-careerIn contrast to
respondents who had recently left school, mid-career respondents primarily
focused on career and/or family goals. Many
(59.5%) were married, and 63.3% had children at home.
Family responsibilities were their major concern and were often cited as
barriers to attending adult education classes.
Mid-career respondents were of necessity more concerned about time and
economic constraints than were younger participants as they struggled to balance
family and work demands.
A lot of times I work overtime, especially here lately. We’ve been real busy and we’re getting busier and we’re leaving our shop and we’re gettin’ a bigger shop. . . [And] my wife works late sometimes. I gotta take care of the kids then, you know, and by the time I get them took care of, washing and teeth brushed and them in bed, I’m wore out. Full-time workers found it difficult to attend adult
education classes in addition to their work and family
obligations. For many
respondents, work requirements were non-negotiable.
Their work was essential for meeting financial
obligations. Adding adult
education programs to their already busy schedule typically meant cutting into
family time. I’d like to get my diploma. Sometimes it’s a little hectic to have to work and try and get it, you know, if you have other things planned . . . it cuts back on some of the things that I would rather be doing. Mid-career
respondents also demonstrated concern about the length of time that they had
been out of school and this concern often affected their decisions about
attending adult education classes. In
most cases, the longer respondents had been out of school, the more difficult
they imagined it would be to return.
While respondents in the near school experience category were often
confident about their ability to pass the GED exam, mid-career respondents were
much more tentative. A lot of things have changed since I went to school, you know. I’m sure it has changed. It seems like it’s a whole lot harder to get it now than it would have been then. Similarly, another respondent related: I’ve been out so long, it would make it really hard. It takes a lot out of you after that long. I’m afraid of failing. I’ve failed all my life. I’ve heard that it [the GED exam] is really hard, especially the math. I started up there last year, but I didn’t get very far. I probably went about a month. But I was workin’ all the time and on my feet all day, [and] just tired. Thus, for mid-career respondents, work and family
obligations in combination often leave little time or energy for adult education
programs.
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