Claremont School of Theology

Graduate Student, Practical Theology

Thesis Title: Midlife Women's Journeys to and through Theological School

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Dissertation abstract:

This dissertation is a qualitative research study of why midlife women 35 to 64 years old decide to attend theological school and what their experiences of graduate theological education are. It analyzes the journeys of twenty-one women to theological school, describes them and their lives in relation to their experiences as seminary students, and summarizes their thoughts and feelings regarding courses, professors, and other aspects of theological education. A description is given of how seminary affected the participants’ spiritual lives, theologies, and views of themselves, others, their faith traditions, and the world. Findings are placed in dialogue with related literature on midlife, feminist pedagogy, epistemological development, and  theological and adult education. The dissertation concludes with suggestions for educators in theological school settings.
Through phenomenological analysis of interviews and questionnaires and comparison with midlife literature, it was determined that themes common to middle-aged women’s lives frequently played a role in research participants’ processes of deciding to go to theological school. Many participants were motivated by a sense of call to pursue a seminary education. In the midst of their busy lives, relationships and the support of family and friends were important to them. Participants valued theological professors who were knowledgeable and passionate about their subject matter, competent as educators and classroom managers, personable, and compassionate and caring. The most common frustrations related to heavy workloads (which meant little time for reflection and processing) and to a lack of structures and accommodations for commuter students. Many of the participants became more accepting and respectful of people from different theological perspectives, sexual orientations, religious traditions, and cultures. They grew in self-confidence and self-esteem and in their ability to be empathic and compassionate. Several participants developed and modified their theological and biblical understandings and became more spiritually aware and grounded. To move toward the goal of transformative learning, seminary professors are encouraged to practice engaged, feminist pedagogies that build trust with students.

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