| This study focuses on adult learner persistence to baccalaureate degree completion. By applying Howard S. Becker's construct of situational adjustment to understand the adjustment to the academic requirements of degree completion, this study's purpose is to gain a student's perspective in defining and understanding persistence. Through the interview process, students' reflections on and perceptions of the motivation, learning and performance that they felt were required to persist are probed.;Five African-American adult learners were selected from a group of seniors completing their bachelor's degrees based on age, minority status and proximity to degree completion. They attended a medium-sized urban, private university specializing in business related programs. The data collected from the interviews with the five women indicated the importance of the motivational aspects of persistence, which included established goals and commitment to degree completion, and the effects of external relationships, and the resiliency, independence and pride of these women.;The effect of grades and GPAs on persistence was a major part of this study. The subject's resiliency when faced with performance that did not meet their expectations was critical to their persistence. Their ability to deal with grades and how grading pressure affected their ability to persist is discussed.;The data collected also indicated the importance of learning to assess the performance that each of the women had to elicit in order to complete their degrees. Learning to assess their performance dealt with such factors as learning to deal with time constraints, learning institutional rules and learning to deal with grades and GPAs.;The study also points out the limited influence the institution of higher education had on these particular students and their persistence to degree completion. The study exposes the fact that these particular African-American females brought with them the necessary attributes to complete their degrees. |
