Archive for June, 2018

I’ve rummaged through my old black filing cabinet to no avail; I can’t find the draft of my early 1970s interview with Georgia Meredith, director of the re-entry program for women at Foothill Community College in Los Altos Hills, CA. I liked Georgia, a warm, caring person who made every woman she met feel welcome in her college program.

Jack Mezirow with his wife Edee, whose return to college in middle age helped spark his theory of transformative learning.

I scoured the Internet, and found one reference to her, in the acknowledgments for a 1978 academic paper on the phenomenon of mid-life women returning to school. The author is Jack Mezirow, who was a professor of adult education and director, Center for Adult Education, Teachers College, Columbia University. Georgia Meredith’s Foothill College program was part of his nation-wide study of re-entry programs for women in community colleges.

Older women on college campuses were a new phenomenon in the early 1970s. Mezirow’s data show that the number of women aged 25–34 attending college rose more than 100 percent from 1970 to 1975. According to his obituary (he died in 2014)  Mezirow’s interest was party inspired by watching his wife return to graduate school in middle age.

His research project’s primary thrust was “to identify factors that characteristically impede or facilitate the progress of these re-entry programs.” His findings led to the theory of perspective transformation, which Mezirow describes as “a critical dimension of learning in adulthood that enables us to recognize and reassess the structure of assumptions and expectations which frame our thinking, feeling and acting.” He writes:

“For a perspective transformation to occur, a painful reappraisal of our current perspective must be thrust upon us. Among the re-entry women whom we interviewed, the disturbing event was often external in origin —the death of a husband, a divorce, the loss of a job, a change of city of residence, retirement, an empty nest, a remarriage, the near fatal accident of an only child, or jealousy of a friend who had launched a new career successfully. These disorienting dilemmas of adulthood can dissociate one from long-established modes of living and bring into sharp focus questions of identity, of the meaning and direction of one’s life.”

He lays out ten steps in the transformation cycle:

1. A disorienting dilemma;
2. Self-examination with feelings of guilt or shame;
3. A critical assessment of sex-role assumptions and a sense of alienation from taken-for-granted social roles and expectations;
4. Recognition that one’s discontent and the process of transformation are shared and that others have negotiated a similar change;
5. Exploring options for new ways of living;
6. Building competence and self-confidence in new roles;
7. Planning a course of action and acquiring knowledge and skills for implementing one’s plans;
8. Provisional efforts to try new roles;
9. Building of competence and self-confidence in new roles and relationships; and
10. A reintegration into one’s life on the basis of conditions dictated by the new perspective.

Mezirow notes that the scope of re-entry programs expanded as the need to focus on self-exploration, career development and personal growth grew increasingly apparent. Some community colleges needed to make changes in entrance requirements. In many classes, writing based on personal experience was accepted in lieu of academic knowledge of a subject. Cohorts of adult students were kept together to encourage mutual support and encouragement. Classes were often scheduled into blocks of time that fitted with children’s school time. Colleges set up child care facilities, drop-in women’s centers, resource referrals.

“All of the programs,” says Mezirow, “are clearly aware that they exist to provide specialized support for women who are effecting a transition in their lives. Since the women are at different phases in this transitional process, their needs vary. … The central goal …is perspective transformation —helping women to see themselves and their relationships in new ways, which require taking responsibility for their lives, examining their options, and formulating new life plans. It is a unique mission in higher education.”