No abstract

As the numbers of students who earn the general educational development (GED) high school equivalency diploma increase, so too does the presence of GED credential holders on college campuses. Yet in large universities, they make up a relatively small demographic group whose advising needs may go unnoticed. In this article, we describe a series of studies undertaken to learn more about Kent State University students who hold GED diplomas, and we focus on results that have implications for academic advisors. The studies were designed to summarize and analyze demographic, academic, and interview data so that a portrait of students with GED diplomas could be developed. We hope that these portraits provide a more complete understanding of the academic needs and aspirations of GED holders in higher education. Relative emphasis: * research, theory, practice