Nontraditional College Students: Assumptions, Perceptions, and Directions for a Meaningful Academic Experience

Scott, Lakia M.; Lewis, Chance W.

doi:10.18848/1833-1882/cgp/v06i04/52068

Cited by 25 publications

(27 citation statements)

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“…Advising and orientation specifically for nontraditional students is in need of improvement (Benshoff & Lewis, 1992), and scheduling difficulties remain a concern for nontraditional students (Zacharakis et al, 2011). Scott and Lewis (2012) found that some campus environments are not hospitable toward nontraditional students and recommended future research to include "details to the voices of students in diverse settings to better understand the multiple perspectives that are involved in collegiate environments" (p. 8). The present study was designed to give voice to nontraditional students via personal interviews, and to capture their perceptions of the primary obstacles to academic success, as well as their suggestions for possible solutions to these problems.…”

Section: Results Of Hierarchical Linear Regression Analysis Predictinmentioning

confidence: 99%

The Relationship Between Childhood Family Environment and Adult Sexual Offending in a Sample of Sexual Offenders

O'Toole¹,

Jeglic²

2014

PsiChiJournal

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www.psichi.org psichijournal@psichi.org ® ® ABOUT PSI CHI Psi Chi is the International Honor So ci ety in Psychology, found ed in 1929 for the pur pos es of encouraging, stim u lat ing, and maintaining ex cel lence in schol ar ship, and advancing the sci ence of psy chol ogy. Mem ber ship is open to gradu ate and under gradu ate men and women who are mak ing the study of psy chol ogy one of their major interests and who meet the min i mum qual i fi ca tions. Psi Chi is a member of the As so cia tion of Col lege Honor So ci et ies (ACHS) and is an affiliate of the Ameri can Psy cho logi cal As so cia tion (APA) and the Association for Psy cho log i cal Science (APS). Psi Chi's sister honor society is Psi Beta, the na tion al honor society in psychology for com mu nity and junior colleges.Psi Chi functions as a federation of chap ters located at over 1,100 senior col leg es and universities in the U.S., Canada, and Ireland. The Psi Chi Central Office is lo cat ed in Chatta nooga, Ten nessee. A Board of Directors, com posed of psy chol o gy faculty who are Psi Chi members and who are elect ed by the chapters, guides the affairs of the or ga ni za tion and sets pol i cy with the ap prov al of the chap ters.Psi Chi serves two major goals-one immediate and visibly re ward ing to the in di vid u al member, the other slower and more dif fi cult to accomplish, but of fer ing greater rewards in the long run. The first of these is the Society's ob li ga tion to pro vide ac a dem ic rec og ni tion to its in duc tees by the mere fact of mem ber ship. The sec ond goal is the obligation of each of the Society's local chapters to nurture the spark of that ac com plish ment by offering a climate congenial to its creative de vel op ment. For ex am ple, the chapters make ac tive at tempts to nourish and stim u late pro fes sion al growth through pro grams de signed to augment and en hance the reg u lar cur ric u lum and to provide prac ti cal ex pe ri ence and fellowship through af fil i a tion with the chapter. In addition, the or ga ni za tion provides programs to help achieve these goals including re gional and Society con ven tions, research award and grant competitions, cer tifi cate rec og ni tion programs, chapter awards, and Society ser vice projects. JOURNAL PURPOSE STATEMENTThe twofold purpose of the Psi Chi Journal of Psychological Research is to foster and reward the scholarly efforts of psychology students as well as to provide them with a valuable learning experience. The articles pub lished in this journal represent the work of under graduates, graduate students, and faculty. Faculty mentors are identified by an asterisk next to their name or on a separate byline.

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Section: Results Of Hierarchical Linear Regression Analysis Predictinmentioning

confidence: 99%

The Relationship Between Childhood Family Environment and Adult Sexual Offending in a Sample of Sexual Offenders

O'Toole¹,

Jeglic²

2014

PsiChiJournal

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“…Z tohoto důvodu někteří autoři (např. Daiva, 2017;Scott & Lewis, 2011) připojují ke kritériu věku i některá další. Jsou jimi finanční nezávislost, zaměstnání, péče o závislé členy rodiny (Scott & Lewis, 2011) či pestrost sociálních rolí (Daiva, 2017).…”

Section: Kdo Jsou Netradiční Studenti V Terciárním Vzděláváníunclassified

“…Daiva, 2017;Scott & Lewis, 2011) připojují ke kritériu věku i některá další. Jsou jimi finanční nezávislost, zaměstnání, péče o závislé členy rodiny (Scott & Lewis, 2011) či pestrost sociálních rolí (Daiva, 2017). Jakkoli tato snaha plastičtěji odráží zmíněnou komplexnost kariérové dráhy, domníváme se, že termín netradiční student příliš zužuje.…”

Section: Kdo Jsou Netradiční Studenti V Terciárním Vzděláváníunclassified

Netradiční vysokoškolští studenti: charakteristiky a potenciál odloženého studia

Brücknerová¹,

Rabušicová²

2019

Studia paedagogica

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AbstraktČlánek je věnován tématu tzv. netradičních studentů v terciárním vzdělávání. Nejprve vysvětlujeme, proč považujeme za důležité se tomuto tématu věnovat, a to tím, že upozorňujeme na změny v širším společenském kontextu. Konkrétně se jedná o proměny tradiční podoby univerzitního studia a o proměny individuálních životních drah. V tomto kontextu shrnujeme, jak je možné skupinu netradičních studentů vymezit, přičemž v této studii je pro nás klíčovým dělítkem přetržka ve vzdělávací dráze po ukončení střední školy. U takto vymezené skupiny za pomoci rešerše primárně zahraniční literatury odpovídáme na následující otázky: s jakými motivy na vysokou školu vstupují, jaká jsou specifika při přechodu do studia a čím se vyznačuje jejich studium. Výsledkem je pohled na netradiční studenty jako na rostoucí skupinu, která má potenciál významně obohatit terciární vzdělávání.Klíčová slova netradiční studenti, vysokoškolští studenti, celoživotní učení, terciární vzdělávání, kariérní dráha, životní dráha Abstract The paper addresses the topic of so-called nontraditional students in tertiary education. We first explain why we believe it is important to examine the topic by referring to changes in the broader social context. More specifically, we focus on transformations of the traditional form of university study and individual life paths. In this context, the paper shows that nontraditional students can be defined with the help of a break in their educational path after finishing secondary school. Using research published primarily abroad, the paper answers the following questions about the group thus defined: (1) what our subjects' motivations are for entering higher education, (2) what the specifics that characterize this transition are, and (3) what is typical for these students' study. The paper thus provides a perspective on nontraditional students as a growing group with the potential to significantly enrich tertiary education.

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“…For instance, in Goncalves and Trunk's (2014) exploratory study investigating the challenges of 10 nontraditional college students, they found that the university's inability to address the needs of nontraditional students presented considerable obstacles, namely, being isolated on campus and a lack of available, relevant campus organizations. Given that researchers (Ross-Gordon & Brown-Haywood, 2000;Scott & Lewis, 2012) have found that faculty interactions influence nontraditional students' success, it is critical that further research examines faculty perceptions of nontraditional students to uncover how interactions can be improved. Watt (2011) found that participants in her study saw interacting with faculty and staff as challenging.…”

Section: Challenges Facing Nontraditional Studentsmentioning

confidence: 99%

(Re)defining the Narrative

Goings

2016

Adult Education Quarterly

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Using Harper's anti-deficit achievement framework as a theoretical guide, the purpose of this phenomenological study was to investigate the academic and social experiences of four nontraditional, high-achieving, Black male undergraduates attending one historically Black university. Findings show that the participants were intrinsically motivated to succeed in college to make a better future for themselves and their families. Support from their peers, family, and children also played a role in their success. Last, the university cultivated a campus environment that affirmed the participants' identities as Black males and nontraditional students. These findings present a counternarrative to deficit-oriented research about Black males generally and nontraditional Black male collegians specifically. Keywords nontraditional high-achieving Black males, historically Black college and universityWhy are Black men not succeeding in education? This simple question often frames scholarly conversations about the academic trajectory of Black males. Moreover, this type of question captures what Valencia (1997) described as a deficit thinking approach that "holds that poor schooling performance is rooted in students' alleged cognitive and motivational deficits, while institutional structures and inequitable schooling

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Nontraditional College Students: Assumptions, Perceptions, and Directions for a Meaningful Academic Experience

Cited by 25 publications

References 3 publications

The Relationship Between Childhood Family Environment and Adult Sexual Offending in a Sample of Sexual Offenders

The Relationship Between Childhood Family Environment and Adult Sexual Offending in a Sample of Sexual Offenders

Netradiční vysokoškolští studenti: charakteristiky a potenciál odloženého studia

(Re)defining the Narrative

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