Better late than never

Reentry students bring life experience to classrooms

Numbers tell the story. In 1985, the number of students 25 and older in the California State University system was 59,613 — 38 percent of the total population. Twelve years later, that number had grown to 64,177 — 43 percent of the total population, a 13 percent growth.

“We’ve noticed it especially in the last 10 years,” said Warren Fox, director of the California Postsecondary Education Commission. “Working adults are going back for retraining and job skills. Women are returning to the workforce and campuses.”

The CSUS reentry population in 1997 was 46 percent of the total, a little higher than the overall system average.

There are several reasons for returning. Many are finishing degrees begun or ignored years ago.

Maren Hathaway, finishing her last year as an Anthropology & Religious Studies major, is back because “the first time, I was working towards a degree my parents and society wanted. Now it’s for me, what I always wanted to do.”

Melissa Larson, a senior English major, plans to teach. According to Nancy Lewis, director of the CSUS Reentry Services, Larson is typical of reentry students. Many students have plans to get a teaching credential — probably 50 percent of those reentering.”

Others, like Michael McKibbon, a graduate student, are already teaching full-time, but want a higher degree because it raises the pay scale for teachers and “more doors open in career opportunities.”

Whatever their reasons, they are finding their way into more and more classrooms. Dr. Richard Shek, professor of Humanities and Religious Studies believes they “see the value in further tooling on a university campus.” They’re more demanding than the traditional, just-out-of-high-school student, as well. “Their health and affluence make them want more. They know the value of money and they don’t want to squander it.”

So what do these “older” students bring to a college classroom? Wisdom, and knowledge, professors and fellow students agree. “They bring experience and breadth,” says Professor of Accountancy Information Systems Merle Martin. “I can learn as much from them as I teach them.”

Shek agrees. “Maturity enhances understanding.”

Hamid Ahmadi, professor of finance, likes the fact that “they’re not afraid to ask questions. They are not timid.”

Younger students also see the value of reentry students in their classes. Kelly Sutherland, a sophomore in biology, appreciates their diversity.

Richard Garcia, a criminal justice major, is glad there are opportunities for people to further their education. “Usually they take it more seriously than some of us.”

Then there are the practicalities of the matter. “They take really good notes if you miss a class,” says Ross Sanderson, another criminal justice major. “I’m just glad it’s not my stepmom or mom.”

Along with their experienced view of life, reentry students bring a special set of problems. While younger students who live on or near the campus agonize over which clubs to join and how to balance homework with socializing, the older student is often struggling to juggle school with jobs and family.

McKibbon contends with a teaching job, balanced with school and his family. “Working a full-time contracted position means I have legal responsibilities that sometimes interfere with college courses.” His Monday/Wednesday 3 p.m. class means letting his kids out of class a few minutes early and rushing to make it to campus in 20 minutes without “running any body down.”

Many reentry students face basic problems. They need to sharpen study skills, which may be a decade or more old. Many need to learn computer technology.

Childcare tends to be another big issue for reentry students. Many have started families and must worry about who will take care of their kids while they are in class.

The gap in ages also tends to play a part in returning to campus. Reentry students, especially those 35 or older, have a different view, not just of school, but of life. “Standards have been lowered,” Larson says. Hathaway agrees. Their ideas are sometimes called “old-fashioned” and “out of touch.” Many students, especially women, grew up in an era of “girls should be seen and not heard,” making it difficult to voice opinions.

How is the CSU system in general, and CSUS, in particular, responding to these new “older” students? Fox says, “People and campuses are far more willing to reach out.”

Lewis agrees. “One of the main reasons we’re here is to try to encourage and support the adult student to meet their educational goals.” There are various options available to students that make reentry a bit easier. Students now have access to cable and Web classes and classes that are offered outside of standard school days — Saturdays, all day Fridays, evenings.

Most reentry students agree that going back to school is a positive thing, for learned skills and life in general. Hathaway concludes, “At first, I was really apprehensive. What would (people) think? Would I fit in? Now, it keeps me young. I have a better perspective on attitudes and ideas.”