An exploration of complexity and generativity as explanations of midlife women's graduate school experiences and reasons for pursuit of a graduate degree

This study focused on reasons midlife (40-59 years) women graduate students pursued graduate study and identified their experiences when enrolled. Dev elopmental theory and concepts of generativity and complexity were used to analyze the data (Erikson, 1950, 1968; Ryff & Heinke, 1983; McAdams, Ruitze l, & Foley, 1986). The responses of 212 women were coded themes expressed. Results indicated that the reasons midlife women attend graduate school are best explained by concepts of security and complexity. Subcategories of co mplexity (challenge, change, and growth) were useful rationale for why midl ife women pursue graduate study acid best describe their experiences when e nrolled.