A Phenomenological Study of Midlife Career Changers Who Have Pursued Teaching Through An

A Phenomenological Study of Midlife Career Changers Who Have Pursued Teaching through an Alternative Teacher Licensure Program

A dissertation submitted

Clifford G. Graham

Benedictine University

in partial fulfillment

of the requirements for the degree of

Doctor of Education

Higher Education and Organizational Change

This dissertation has been accepted for the faculty

of Benedictine University

______Cassandra Sheffield, Ed.D. ______

Dissertation Committee DirectorDate

______Sunil Chand, Ph.D. ______

Dissertation Committee ChairDate

______Nancy W. Bentley, Ph.D. ______

Dissertation Committee Reader Date

______Sunil Chand, Ph.D. ______

Program Director, FacultyDate

______Eileen Kolich, Ph.D. ______

FacultyDate

______Ethel Ragland, Ed.D., M.N.,R.N. ______

Dean, College of Education and Health Services Date

ACKNOWLEDGEMENTS

I offer thanks to my Almighty Creator for all of his grand blessings which enabled me to set forth on this journey. Thanks to my dissertation committee for all of their hard work, guidance, friendship, and support throughout this project. Special thanks to Dr. Chand for his wisdom and advice to me as I dealt with obstacles to my project’s progress; to Dr. Bentley for her unyielding faith and encouragement; to Dr. Sheffield for her planning and resolve to see this project through to a successful completion; and to Dr. Cosimo for the numerous hats she wore providing instruction throughout my coursework, internship, and dissertation.

I thank the front desk staff at the Hampton Inn South Plainfield-Piscataway, New Jersey for their hospitality in providing me with a place to work during the aftermath of hurricane Sandy. The use of your electricity, Internet connectivity and cups of hot chocolate made it possible for me to continue working on my research when our home was without power or heat.

I offer my special thanks to Dr. Zigmond for assisting me and my sincere gratitude to the 11 study participants for contributing their time and insights to inform this study.

Finally, I thank my dear, departed cousin Johanna (Leonne) Tinnie for her instilling in me an appreciation for academic success and achievement by always calling me “professor.”

DEDICATION

To my best friend and beloved wife Lorna for convincing me to go after the degree, I dedicate this work. You have been a constant source of support to me throughout this journey. And to my mother, Mercedes Williams, who made it a point to be there to encourage and celebrate all of my educational pursuits during the course of my life.

TABLE OF CONTENTS

ACKNOWLEDGEMENTS……………………………………………………………………....iii

LIST OF TABLES...... ix

ABSTRACT...... x

CHAPTER ONE: INTRODUCTION...... 1

Statement of the Problem...... 3

Teaching as an Alternative...... 7

Alternative Teacher Licensure in a Midwestern State...... 8

Purpose of the Study...... 10

Research Questions...... 10

Significance of the Study...... 12

Organization of the Study...... 12

CHAPTER TWO: LITERATURE REVIEW...... 14

Career Change and Career Development Theory: A Historical Perspective...... 15

Ginzberg’s Theory of Occupational Choice...... 16

Krumboltz’s Happenstance Learning Theory...... 16

Holland’s Theory of Career Choice...... 18

Super’s Life-Span, Life-Space Theory...... 18

Gottfredson’s Theory of Circumscription and Compromise...... 21

Savickas’s Career Construction Theory...... 22

Summary: Career Change and Career Development Theory...... 24

Contemporary Themes on Career Change...... 25

Preparing to Make a Midlife Change...... 25

On-the-Job Career Changes...... 27

Age as a Factor Affecting Career Change...... 29

Barriers to Making a Career Change...... 31

Factors That Influence Making a Career Change...... 35

Career Counseling for Career Change...... 39

Spousal Perceptions of Midlife Career Change...... 42

Unemployed Workers and Career Change...... 45

Alternative Teacher Licensure...... 52

Summary...... 59

CHAPTER THREE: METHODOLOGY...... 62

Qualitative Research...... 63

Phenomenology...... 68

Social Constructionist Worldview...... 70

Data Collection and Sources...... 71

Interviews...... 71

Demographic Survey...... 72

Site of the Study and Sampling...... 72

Selection of Participants...... 73

Document Analysis...... 73

Field Notes...... 74

Reflexive Journal...... 75

Role of the Researcher...... 76

Data Analysis...... 76

Trustworthiness and Strategies for Validating Findings...... 77

Ethical Considerations...... 79

Limitations...... 80

Concluding Remarks...... 80

CHAPTER FOUR: PROFILES OF PARTICIPANTS...... 81

Individual Profiles...... 83

Alex...... 84

Angie...... 87

Bob...... 88

Cherise...... 90

Janice...... 92

John...... 94

Peter...... 96

Prentice...... 98

Sally...... 100

Samina...... 102

Theodore...... 105

Concluding Comments...... 107

CHAPTER FIVE: THEMATIC DATA ANALYSIS...... 108

Changing of Career Goals...... 111

Desiring to Teach...... 113

Love to Teach...... 115

Do Something Meaningful and Fulfilling...... 118

Enjoy Working with Children...... 120

Making Lifestyle/Quality of Life Changes...... 120

Personal Lifestyle Changes...... 121

Improved Family Life...... 124

It is Demanding...... 125

Choosing an Alternative Teacher Licensure Program Route...... 127

Shorter Time Commitment of the Program...... 128

Ability to Sustain an Income While in the Program...... 130

Learning the Pedagogy...... 131

Perceptions of Their Alternative Teacher Licensure Program Experience...... 133

Highlights of the Program/Experience...... 133

Participants’ Recommendations for Program Changes...... 138

CHAPTER SIX: SUMMARY, DISCUSSION, RECOMMENDATIONS, AND REFLECTIONS 143

Summary of the Research...... 143

Discussion of Findings...... 145

Changing of Career Goals...... 145

Desiring to Teach...... 147

Making Lifestyle/Quality of Life Changes...... 148

Choosing an Alternative Teacher Licensure Route...... 149

Perceptions of Their Alternative Teacher Licensure Program Experience...... 151

Implications and Recommendations for Educators...... 153

Recommendations for Future Study...... 155

Reflections and Finale...... 157

REFERENCES...... 159

APPENDIX A: Informed Consent Form...... 173

APPENDIX B: Demographic Survey...... 175

APPENDIX C: Interview Guide...... 176

LIST OF TABLES

Table 1. Participants’ Demographic Information .…………………………………………….82
Table 2. Participants’ Educational and Career Information ……..………..…………...... 83
Table 3. Desiring to Teach ……………………………………….…………………………….114
Table 4. Making Lifestyle/Quality of Life Changes…………………………………………...121
Table 5. Choosing an Alternative Teacher Licensure Route…………………….…..………..128
Table 6. Perceptions of Their Alternative Teacher Licensure Program Experience………..…133

ABSTRACT

Midlife professionals change careers for a number of reasons. Some want to do work that they find more meaningful or that makes better use of their skills than their current jobs. Others might be acting on a long-deferred dream or simply pursuing new career interests. Still others may be motivated by a job loss. Regardless of their reasons for doing so, for these professionals, a career change may be a formidable challenge. Why? Pressure from a down economy, along with the continuous migration in the workforce from manufacturing based jobs to an information technology environment and service industry economy has spurred many to retool their skills to meet the demands of this evolving marketplace. The increasing globalization of the workforce has expanded the boundaries so that more competitors vie for the same employment opportunities sought by career changers. Additionally, midlife career changers must overcome the negative perceptions that exist within the marketplace toward older workers. An increasing number of midlife and second-career professionals consider leveraging their education, knowhow, and experience into a teaching career. Hence, they require a means by which they can qualify as teaching professionals and continue their careers as productive members of the labor force. This phenomenological study explored the experiences and perceptions of a small group of midlife professionals who pursued making a career to the teaching field change via an alternativeteacher licensureprogram at a university in the Midwest. The results of this study are intended to provide educatorswith a better understanding of the needs of midlife career changers, and to provide insights to other midlife professionals who may be contemplating a career change.

CHAPTER ONE

INTRODUCTION

In times past, many individuals embraced the idea that they would attend college or a trade schoolto learn the skills and acquire the knowledge that would enable them to pursue the career of their dreams. In many cases, this career would last 20, 30,and sometimes 40 years providing gainful employment until the age of retirement. Times have since changed. Although the Bureau of Labor Statistics does not track how often Americans change their career, specialists in career counseling estimate that the average person will change his or her career from three to seven times throughout their working years (McKay, 2011). These are career changes, not just job changes.

People change careers for a number of reasons. John Mullins (2009), an economist in the Office of Occupational and Employment Projections, posited:

Some want to do work that they find more meaningful or that makes better use of their skills than their current job. Others might be acting on a long-deferred dream or in pursuit of new interests. And for some, it’s less a choice than a necessity: They may find themselves heading in a new direction after facing a layoff or other job loss. (p. 12)

For many professionals, a career change may prove to be a formidable challenge. Chan and Stevens (2001) found that a job loss resulted in significant and lasting effects on future employment prospects. For workers ages 55 or older, the challenge can prove to be even greater; four years after a job loss, the researchers’ findings showed the employment rate of displaced workers remained 20% below the employment rate of their non-displaced counterparts (Chan & Stevens, 2001).

Changes in the economy, along with the continuous migration in the workforce from manufacturing-based jobs to an information technology environment and service industry economy, have likewise spurred many to retool their skills to meet the demands of the evolving marketplace. It has been estimated that “over the next 10 years, 86% of the jobs will require education beyond high school, and 50% will require science, technology, engineering and mathematics (STEM) education to the bachelor’s level” (Schiavelli, 2010,p. 14).

At the present, there is little data to substantiate career movement. However, recent trends suggest there are changes occurring in the workforce influencing career change:

Researchers, governmental entities, and career professionals offer information indicating not only that such movement has become common in the American workplace but also that it is showing a continuing trend. This information signifies that most individuals in the U.S. workforce will undergo several career transitions during their lifetime. This movement may include a shift from one job to another or could lead to a complete change of careers. (Barclay, Stoltz, & Chung, 2011, p. 385)

Part of my motivation for conducting this study was based upon my personal experiences. One day, I walked into a room where I joined what would have appeared to most to be a corporate meeting. Manymen and women sat around a large oblong table, waiting for the meeting to be called to order. They all appeared to be midlife professionals, based upon their business casual attire and their serious demeanor. Another man entered the room and called the meeting to order. He proceeded by asking all attendees to introduce themselves and tell a little about their professions. I was surprised at the depth and breadth of their educational and professional experiences. What I soon learned was that this wasnot a corporate meeting at all;it was a group of unemployed workers who were gathered together to volunteer some of their time to assist other unemployed workers to find jobs. Many present stated that they held master’s degrees, including MBAs. Some individuals held PhDs. How could this be, I wondered? These professionals, from various segments of the workforce, who seemingly should have been in the peak of their professional careers, were all out of work. Apparently, we were all, at least for the time being, unsuccessful with making a career transition to the next opportunity for gainful employment. Why was this occurring, I wondered, and what were they experiencing after losing their jobs?

As I began my inquiry, I came to realize that there was more to be considered here than the unemployed, midlife job seeker. An entire cohort of midlife professionals,those who are between 35-55 years old and have attained at least a bachelor’s degree (the definition that is used for this particular study),seek to change their careers, either voluntarily or involuntarily. A current study of this phenomenon is important because we have entered what some researchers term as the new risk economy whereby midlife professionals are more vulnerable to job loss and unemployment, “despite high levels of human capital needed in the marketplace” (Mendenhall, Kalil, Spindel, & Hart, 2008,p.185). Consequently, midlife career changers will have to take into consideration that their career decisions must be made under conditions of continual societal change, uncertainty, and contingent employment (Borgen, Laquinta, Butterfield, & Koert, 2010).

Statement of the Problem

Career change seems to be inevitable for many midlife professionals under the current economic conditions in the US. There are numerous reasons that can be cited as to why this phenomenon persists among midlife professionals. These reasons can be broadly categorized as internal or external to the individualcareer changer. Internal reasons are more specific to the individual midlife professional who contemplates a career change; external reasons often relate to the economic environment and labor marketplace. For the sake of this study, I definemidlife as between the ages of 35 and 55 and defineprofessionals as individuals who have held professional positions,have earned a bachelor’s degree or higher, and currentlyare or have been participants in the labor force.

As of late, a number of notable socioeconomic developments have interacted to create an environment “characterized by instability, uncertainty, and indeterminacy” (Trevor-Roberts, 2006, p. 100). Since the recent recession saw many parts of the country experiencing double-digit unemployment in 2009, the job market has improved as of 2013. Still, over nine million are unemployed, which accounts for people who are looking for work but have not found jobs (Malter, 2014). That number does not include the people who are underemployed. Underemployed refers to those individuals who are working at jobs which are beneath their qualifications. Additionally, since the last economic downturn, the complexion of the workforce has changed. Roughly 31% of the workforce has become contingent workers meaning that they work parttime or are classified under other non-permanent designations (Malter, 2014). Also noteworthy is the fact that the number of Americans participating in the labor force has been steadily declining since 1978 (Peralta, 2014). These are instances of external factors which have influenced midlife professionals seeking to make a career change.

Reasons for seeking a career change which are internal to individual midlife professionals are numerous. For example, a recent survey conducted by the Mercer consulting firm found that half of this nation's workforce are unhappy in their current jobs and that a third of employees are so miserable that they are seriously considering leaving their jobs (Jarvis, 2011). The research points to these major internal reasons that midlife professionals seek a career change: (a) occupational dissatisfaction; (b) lack of challenge; (c) lack of careerrelated identity; (d) stress and anxiety related to job insecurity; (e) workplace bullying; and (f) conflicts between work and other live roles (Barclay, Stoltz & Chung, 2011).

A study by the American Association of Retired Persons (AARP) claimed that 60% of workers 45 years and older were delaying retirement or returning to the workforce for economic reasons (Groeneman & Pope, 2008). In a study published in 2008 by the Bureau of Labor Statistics, 65% of the workers between the ages of 38 and 45 who started a new job changed jobs again within five years. Several studies estimated that most workers will average three to seven careers in their lifetime (Pile & Lingle, 2012). According to McKay (2011), most career planning experts concur with the findings from these studies.

Moreover, midlife professionals seeking a career change may find that, in addition to the usual challenges of securing a new job in a changing economy, various occupations present the challenge of age discrimination. In an article entitled “Finished at Forty”, Munk (1999) related a sobering experience for a midlife professional that seems to be prevalent in the job marketplace:

Anyone who hasn't been job hunting in the past five years is in for a shock, so quickly have these changes occurred. Bob, a 45-year-old senior vice president at a national insurance company, has been looking for a new position for about a year. (Because he's job hunting, he doesn't want his full name used.) After a long and successful career at his firm, he presumed that finding a more fulfilling job in this buoyant labor market would be simple. He was wrong. ‘I've been with this company 16 years, and I always looked at that as a good thing, a sign of my stability, but at one [job] interview they held that against me. They said, 'You just haven't had enough diversity of experiences and ideas,' and I thought to myself, 'That's really not what this is about; this is about me being 45 years old.' At another interview I met with a younger management group, in their 30s and 40s. They asked me, 'What are your normal work hours? What do you do on the weekends?' I said, 'Oh, I like to watch football,' and one of them replied, 'Oh, yeah, I'm a couch potato too.' I felt like they were trying to establish a pattern or a lifestyle for somebody who's older. (p. 5)

Connor, president of a career consulting firm, concurs that making a career transition as a midlife professional, particularly if one is over 50 years old, is likely to present an age-related challenge in many types of jobs. Connor (2006) pointed out:

Statistics from a number of companies demonstrate that workers over 50 sometimeshave a hard time finding work. But, the reality is that today’s 50-year old is not the same as the 50 year old of yesteryear. The argument can and should be made that older workers today are much different than older workers of the past. For example, Boston College’s Center for Retirement Research suggests that today's workers are better educated than even those of 10 years ago. They are more physically fit. Physical demands of jobs are lessening as most manufacturing goes overseas. Labor-intensive positions have been and will continue to be lessened by machines and technology advances. (p. 3)

Nevertheless, there are opportunities within the job market that often embrace midlife professionals as valued assets to an organization due to their years of seasoned experience and educational achievements. For example, the Society for Human Resource Management (SHRM)offers a program that recognizes employers with exemplary practices for recruiting and retaining mature workers (AARP, 2013). In a collaborative effort with AARP, it compiled a list of 50 organizations thatprovide excellent employment opportunities for midlife professionals in a wide variety of industries including for-profit and nonprofit, health care, universities, financial services, construction, aerospace, and federal and county government (AARP, 2013).