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adult education and library science programs. Baby Boomer participants were at the
latter part of the Baby Boomers range (1962–1964). Adult education enrollment for
fall 2022 was 61 graduate students, including 8 Baby Boomers. Enrollment for fall
2022 in the library science program was 212 graduate students, including 2 Baby
Boomers.
Eighteen potential participants were invited to join the study through an email
highlighting its purposes and values. Upon a participant’s acceptance, researchers
sent a response fully explaining the study’s purposes, expectations for participation,
and duration, with a letter of informed consent as to the voluntary and confidential
Jennifer Harder is a nature of the study. Upon final selection and acceptance of participants, researchers
graduate student in the
Adult Education program conducted the interviews using the same list of questions for each individual.
at East Carolina University, Of the 10 graduate students who ultimately participated in the study, 4 participants
Greenville, North were born in 1962, 3 in 1963, and 3 in 1964. Of the three students counted as born
Carolina. Her research in 1964, one was a student whose birth date was within 6 months beyond 1964 but
interests include teaching identified as a Baby Boomer. Subjects for this study included two currently enrolled
and learning strategies students in the MLS program and three students who graduated in spring 2022.
for older students. She is
a member of American Adult education program students included four currently enrolled students and one
Association for Adult and student who graduated in spring 2022.
Continuing Education The data were collected through virtual interviews using either TEAMS
(AAACE) and Phi Kappa (software for virtual meetings supported by the university) or Zoom. The interview
Phi. Harder plans to protocol used with each participant (see Appendix) included questions relating to
graduate in spring 2023 learning experiences throughout their program. Each interview was approximately
with a master’s in Adult
Education. 60 minutes and conducted between August 15 and November 30, 2022.

harderj19@students.ecu. Data Analysis
edu Interviews were transcribed, read, and coded independently by three raters, with

responses and memos being organized by a predetermined list of coded themes and
recorded into an electronic data system. Coding was through an iterative process,
with subcodes and cross coding used to organize and refine data into more precise
themes as participants’ responses warranted. Patterns of agreement and disagreement,
as well as discrepant responses within themes, were assessed. Subsequently, five
themes emerged in examination of the data: personal motivation, support of family/
friends, learning experiences, learning strategies developed due to work and family
situations, and challenges.

Results: Themes Identified
Personal
These participants, at or near traditional retirement age, had a variety of life
experiences to share and were personally motivated to seek a master’s degree at their
age rather than “pushed” to do so by career or professional needs. Reasons were
personal, individual, and motivated by goals they had set for themselves. As one
participant commented, “My husband and my daughter have a master’s degree. My
son has a doctorate. I wanted to prove that I could do this, too!” She noted that by
“going back to school, I was a role model for my family.” She did not need this degree
and may never put it to work but simply wanted it. Another stated, “As someone
whose children are grown and away from the house, I am no longer responsible for
the care of anyone. My children think it is ‘cool’ that I have gone back to school
at this point.” This learner had been in education for more than 25 years and may

56 The Delta Kappa Gamma Bulletin: International Journal for Professional Educators