Examined whether graduate students (N=40) experienced developmental transitions similar to those suggested in adult development theories by using a structured interview protocol to collect data on developmental tasks. Findings indicated that the developmental transitions reflected in a composite developmental framework were applicable to graduate…

The results showed as much variation within the groups of mature women and young women as between the two groups. Mature women found little in the academic or social life of the institution with which to identify; neither did the young women. (Author/CG)

The growing adult population in higher education highlights the need for student personnel workers to study adult development. The five propositions set forth here are intended to serve as a knowledge base for student personnel workers as they face their new clients. (Author)

Examined the consistency of student identification with subcultures in the Clark-Trow typology and determined that identification with a subculture during the undergraduate years is associated with choices 10 years later. (Author)

Described stability and change in the developing teacher's personality from college entrance to established professional status. Freshmen (N=32) who took the Omnibus Personality Inventory were tested 10 years later. Changes were reported on 8 of the 14 OPI scales, indicating improved emotional maturity, psychological adjustment, and self-esteem.…

Midlife developmental concerns of returning women students included a focus on the future, the experience of a culminating event, and a mentor relationship. Needs assessment and other programs should reflect these concerns. (Author/JAC)

In terms of personal characteristics and campus perceptions, adult students are a diverse group. In general they do not perceive the college environment to be supportive or to encourage personal development. Student affairs personnel must encourage self-identification of desired dimensions of growth. (Author/JAC)

Examined race and sex differences in students' socialization in the college environment based on their peer group relations, satisfaction with their institution, and their academic integration. Student contact with faculty proved the most striking predictor of socialization. Marriage and cohabitation had a significant negative impact on the…

Discusses how existing college career centers can be expanded to be more responsive to the needs of adults. Describes how adjustments in staffing patterns and training in the environment, resources, and public relations efforts at the University of Missouri created an effective evening career counseling service for community adults. (JAC)