Rev. James Cardosi, a parochial vicar at a Roman Catholic diocesan parish, entered the seminary in 2011 at age 56 after his wife’s passing. As a father of five adult children, Cardosi felt a deep calling to the priesthood later in life. While his journey may seem unique, recent data from the Association of Theological Schools (ATS) indicates that it is far from unusual.

Driven by spiritual, practical, and personal motivations, many older students are discovering later-life religious callings and entering theological schools to follow their vocations. Whether fulfilling a lifelong passion, enhancing ministerial skills, or taking on more meaningful roles within their church and community, they are embracing this path.

Monitoring the trend

Christopher The, M.Div., Ph.D., ATS Director of Student Research and Initiative Management, tracks student trends. He has observed a steady increase in the enrollment of older students (ages 50+) over the past decade, rising from 22 percent to 26 percent. Data from 2023 indicates that the top three denominational groups enrolling these older students are Baptist (30 percent), Inter/Multidenominational (24 percent), and Catholic (8 percent). The same three have remained at the top over the past decade, although the scale and order were different in 2013 when the top two had a lesser overall share (Inter/Multidenominational at 23 percent, Baptist at 18 percent, and Catholic at 11 percent).  

When asked about the most popular degree programs for this age group, The noted that the Master of Divinity (M.Div.) remains the top choice for those 50 and older, although its longtime lead is declining. The Doctor of Ministry (D.Min.) is close to surpassing the M.Div. as the most sought-after degree, with less than a 1 percent difference in enrollment last year, compared to a 6 percent difference in 2013. Disaggregating the Master of Arts (M.A.) by degree orientation, the professionally focused M.A. remains in third, while the academic M.A. follows closely in fourth. Combined, M.A. enrollment across all age brackets eclipsed the M.Div. for the first time in 2022. “Interestingly,” The remarked, “this shift had already occurred for older students [ages 50+] as early as 2015.”

Drawing on recently completed data collection from the 2023-24 ATS Entering Student Questionnaire (ESQ), The noted that Black/African-descent students represent the highest percentage of older individuals entering theological education at 39 percent of the overall ESQ profile, followed by Asian/Pacific Islander students at 26 percent and Latiné students at 24 percent.

Take note

William J. Cahoy, Ph.D., dean emeritus and former professor of theology at Saint John’s School of Theology and Seminary in Minnesota, described this increase as “a cultural shift we should be thinking about.” He emphasized that this transition represents another form of diversity that may affect classroom dynamics, admissions marketing, and educational delivery.

“Once you recognize this trend as diversity, you realize that one size doesn’t fit all,” Cahoy said. He recalled an instance at St. John’s when the age of incoming students spanned from 22 to 92 – a gap that is striking by any measure.

What’s driving this shift?

Perhaps older students, no longer tied down by their children’s tuition or large mortgages, feel free to pursue lifelong passions. Or maybe this trend reflects a generation seeking a deeper purpose in their later years. Whatever the reason, the growth in older student enrollment highlights the enduring appeal of faith-driven service and the evolving landscape of theological education, where age becomes an asset rather than a barrier.

Enhancing the educational experience

The presence of older students enhances the learning environment in multiple ways. They are respected for contributing to a robust educational experience for younger counterparts. Cardosi recalled his first-year classmates, which included a retired physician, a business executive, and a military serviceman. He noticed that younger students appreciated the life experiences and accomplishments of these mature seminarians. “Hearing a classmate share firsthand experiences as a physician was eye-opening for younger students,” Cardosi said.

Cahoy said that "havng a physician in an ethics class enriches the conversation on medical ethics in ways a 25-year-old simply cannot."

Facing Challenges

Despite their wealth of life experience, older students still face challenges when entering theological school and embarking on a new career path. The most common concern is the relentless pace of academic life after being away from it for decades, which can be daunting.

Cardosi can relate. “I wasn’t a churchman; I knew nothing about liturgy and wasn’t even an altar boy. Learning was a huge curve for me. I had no background in philosophy, having studied at the Naval Academy with a Bachelor of Science, and then earning a master’s in national security strategy and education. Many days I felt overwhelmed, but I stuck it out.”

Adapting to new curricular deliveries and learning how to use modern educational tools also presents challenges. There’s a growing recognition that teaching methods may need to adjust to accommodate this demographic, which Cahoy ties back to the broader conversation about diversity. Additionally, many older students have undergraduate degrees in fields unrelated to theology, so they’re unaccustomed to the types of readings and study methods required for this coursework.

“While I don’t think older students are directly changing methods and curriculum,” Cahoy said, “what’s changed is recognizing the differences in who’s sitting in the classroom. Adding age to that consideration is not a radical move.”

Older students face less obvious concerns, noted Cahoy, like getting adequate student support from a millennial who may not fully understand their needs. Additionally, advanced technology can be another hurdle for students unfamiliar with current course delivery methods and educational tools.

Older students can make a lasting impact, fostering vibrancy within spiritual communities.

Recognizing advantages.

Despite obstacles and life-altering changes, Cardosi found confidence in his discernment. “As an older student, I have a better sense of what God wants me to do,” he said. “I knew my discernment was another instance of the Lord looking after me.”

“Wisdom is an achievement or gift different from knowledge, but not unrelated,” Cahoy said. “[These students] bring broader experiences that resonate with people in parishes. They have shared life’s ups and downs and can relate to congregations.”

Having the right stuff

For Cardosi, his second career choice is a calling he holds dear.

“Following the death of my wife, I opened myself to God’s will, which guided me to the priesthood,”  Cardosi said. “The blessings that have come since have been overwhelming, and I am truly grateful.”

Cahoy, too, believes older students can make a lasting impact, fostering vibrancy within spiritual communities. He admires these students for their focus.

“Most older students are getting a degree to serve God more effectively,” Cahoy said. “I live in awe of these people.”