Illustration credit: Zach Ruiz
Adults over 25 who return to college represent a growing segment of higher education enrollment. According to experts and education-focused organizations like the EAB their decision to pursue further education is influenced by a complex interplay of personal, professional, and economic factors. Understanding these influences can help explain prospective adult students–Later Gators–make informed choices about their educational futures.
Career Advancement and Economic Pressures
Economic motivation stands as perhaps the most powerful driver for adult learners. Many find themselves at career plateaus, unable to progress without additional credentials. Industries evolve rapidly in our technology-driven economy, rendering once-valuable skills obsolete and creating demand for new competencies.
Later Gators, and those who see their advancement opportunities limited by their current qualifications often view education as a pathway to higher earnings, greater job security, and expanded career options. The wage premium associated with degree completion—particularly for those with only some college or just a high school diploma—can represent a compelling financial incentive despite the initial investment. Secondary degrees only add to this financial incentive.
Life Transitions and Personal Fulfillment
Major life transitions frequently trigger educational pursuits among adults. Divorce, children entering school or leaving home, relocation, or recovery from health challenges can all create space for educational aspirations previously set aside.
For many Later Gators, returning to college fulfills a long-held personal goal that circumstances prevented them from achieving earlier in life. The pursuit of knowledge for its own sake—separate from career benefits—motivates many adult learners who find themselves in a position to finally pursue interests and passions that bring them personal satisfaction and intellectual stimulation.
Generational perspectives that put aside career aspirations for family and home have changed in the last two to three decades. Women, particularly Gen X, born between 1965-1980 that have raised children and spent time in the home or in merely supplemental jobs find that with the growing independence that older children provide, or the departure of their children from the home, the option of time and focus to pursue further education presents itself. The incentive for either additional or higher income is also a strong motivator.
“Women, by contrast, are by far most likely to be single later in life – roughly half of women ages 65 and older are unpartnered (49%), while those ages 30 to 49 are the least likely to be single (19%). Roughly three-in-ten women ages 18 to 29 (32%) and 50 to 64 (29%) are single,” said writer Anna Brown of Pew Research Center.
The high percentage of single households due to shifts in sociological cultural norms, and life-expectancy in the last two decades has made the ability to self-support with a single income enticing.
Brown indicates that the shifts and norms impact both genders; “The fact that men and women tend to be single at very different stages of life reflects both men’s shorter life expectancy and their tendency to marry later in life than women.” This intrinsic motivation often sustains adult students, both male and female, through the challenges of balancing education with other responsibilities.
Technological Changes and Accessibility
The rise of online education and flexible learning formats has dramatically increased access to higher education for working adults. Institutions, including UHD, now offer asynchronous courses, evening and weekend programs. Some institutions and programs provide accelerated degree options, and credit for prior learning or work experience that make education more compatible with adult responsibilities.
The normalization of remote work following the pandemic has further opened possibilities for many adults to pursue education alongside career obligations. Many Later Gators find these technological and institutional adaptations have removed significant barriers that previously prevented many adults from considering a return to formal education.
Accessibility has played a significant role in making higher education an option for those with physical challenges or invisible disabilities that often make the physical trip or presence on a college campus a difficult to impossible idea.
For example, the National Institute on Deafness and other Communication Disorders and the U.S. Census recorded over 50 million Americans who have some degree of hearing loss. That is about 1 in 7 people in the U.S.
The CDC declares hearing loss is the third most common chronic physical condition in the U.S., twice as prevalent as diabetes or cancer. Writer Debbie Clason for Healthy Hearing states that hearing loss is associated with other common health issues such as diabetes and heart disease. Hearing loss is on the rise and is expected to affect 2.5 billion people worldwide by 2050, according to WHO.
“1 in 8 people in the United States (13%, or 30 million) ages 12 or older has hearing loss in both ears, based on standard hearing examinations,” states the NIDCD.
Having hearing loss, current technology provides the ability to utilize a computer, headphones, transcripts, captioning and other supportive devices to communicate and participate in higher education- the opportunity to begin or resume education is now within reach.
What was a challenging situation to hear in a crowded classroom or auditorium is now a much more accessible format where lectures are presented with visual aids, captions, transcripts and the ability to manipulate video to meet the user’s needs. The ability to participate with peers and faculty via chat and Q&A sessions make discussions can be inclusive.
Assessing Later Gator Motivations and Goals
You may encounter a classmate who is older than you are, closer to your parents’ age, or even grandparents’ age. You might wonder when considering returning to college, “Why are these older adults coming to what is traditionally an environment for those just out of high school or at a younger stage in their lives?”
You should know that Later Gators may engage in rigorous self-examination regarding their motivations. Their goals may be one of the following, or all of the following: financial, personal, or some combination. Later Gators may have to research specific career outcomes for graduates in their intended field, including realistic salary expectations, job placement rates, and growth projections. Growth Projections are a primary consideration when the changes in the economy and job market make some careers from prior generations obsolete.
Later Gators often have or will consider contacting professionals currently working in their target field to gain insight into whether their educational investment will yield the outcomes they seek. Later Gators must often be wary of vague aspirations; the more specific their goals are, the better they can evaluate whether a particular educational path will help them achieve their path forward.
Financial Considerations and ROI Analysis
While every student must look at the financial costs of college, Later Gators must conduct a thorough cost-benefit analysis before committing to further education. Beyond tuition and fees, older students with families and full-time jobs must calculate opportunity costs such as reduced work hours, potential childcare expenses, and other hidden costs.
It is not all dark clouds though, many adult learners have found through investigation that their employer offers tuition assistance programs, or scholarships specifically designated for adult learners, and tax benefits that might offset educational expenses.
Adult students must compare different institutional options, considering both prestigious universities and more affordable community colleges or state universities depending on their field and goals.
Many Later Gators must calculate their expected return on investment by estimating post-graduation salary against total educational costs, including any student loan interest. While first-time college students may have student loans and expenses to consider, many returning students have prior student loans as well as their expanded expenses from having a family or establishing a home.
Some returning students are even caretakers to their elderly parents or disabled family members. As mentioned before, these situations may have contributed to the interruption or delay of a Later Gator finishing school earlier in their lives.
Work-Life-School Balance and Support Systems
As mentioned in the last Later Gators article, adult learners must realistically assess their capacity to add educational commitments to existing responsibilities. Many adult students underestimate the time required for reading, assignments, group projects, and study—often 2-3 hours per week for each credit hour.
As a refresher, adult students must evaluate their support system: Will family members assist with household responsibilities? Is their employer flexible regarding work schedules? Some adult learners consider beginning with a lighter course load to test their capacity before fully committing.
If you are a Later Gator reading this, remember that part-time enrollment, while taking longer to complete, often proves more sustainable for balancing multiple roles and can significantly reduce stress while improving academic performance.
Institutional Fit and Resources for Adult Learners
Admissions staff, counselors, and advisors can help Later Gators and prospective returning students to evaluate an institution’s track records with adult students specifically. Some colleges may merely tolerate older students, while others can actively support them with dedicated advisors, evening office hours, childcare services, and adult student organizations.
Seeking institutions with strong career services that can help translate later education into employment opportunities is valuable to all students, and even more significant to returning students.
As the author of this column and a Later Gator, I encourage any reader that is considering returning to school, or a younger student that is aware of someone considering returning: speak with current adult students if possible and inquire with prospective institutions about completion rates specifically for non-traditional students. The right institutional fit can dramatically impact both the educational experience and ultimate success in achieving a returning student’s goals.
Related Stories