| This research brings together theoretical contributions from women's development, learning, and the experiences of a group of 94 adult returning women students matriculated in a small New England university.;The exploratory research builds on the earlier work of Belenky, Clinchy, Goldberger and Tarule (1986) which posits that women exhibit a preference for a "connected", relational approach to the knowing, rather than the "separate" approach encouraged and valued in academia. The study employs both qualitative and quantitative research methods, including a questionnaire, standardized instruments (Kolb Learning Styles Inventory; Moore's Learning Environment Preferences), a Learning Variations Instrument, (Saltonstall), and in depth interviews with 17 respondents to investigate learning style, epistemological development, and the Separate/Connected theory.;Analysis of the data derived from the LVI, an instrument developed for this study, uncovered three patterns or learning variations; the Attending Variation, the Challenging Variation (similar to the "connected" and "separate" approaches respectively) and the Understanding Variation, an unexpected dimension. The research indicates that while each learner uses all three variations, she develops preferences. In this sample, 72% prefer the Understanding Variation; 16% the Attending Variation and 6% the Challenging Variation. Profiles of the Understanding and Attending Variations highlight a relational, connected, collaborative learning preference. This approach is shown to be devalued or invisible in some instruments. In light of these findings the study suggests a re-examination of the ordering and value placed on certain learning behaviors such as debate and working alone. Questions are raised about instruments that the study indicate equate the more challenging, individual approach to learning with development.;The study also presents other data that is useful in understanding adult women students. Seventy-nine percent of this sample acknowledge they are in transition and state that their important relationships have improved since returning to school. The study also shows correlations between learning preferences or styles and previous experiences. For instance, women who have been mothers have a significant positive correlation to the Reflective learning style.;Through highlighting the learning experiences of these women, new interpretations are offered to enlarge educators' understanding of the learning process. |
