Nontraditional Women Students' Experiences of Identity Recognition and Marginalization During Advising

Auguste, Elizabeth; Packard, Becky Wai‐Ling; Keep, Alexandra

doi:10.12930/nacada-17-046

Cited by 18 publications

(9 citation statements)

References 38 publications

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“…While many types of experiences (e.g., advisor expectations and mentor relationships) increased stress during their pursuit of undergraduate and graduate education, students from underrepresented groups uniquely encounter isolation, microaggressions, fear, distrust, and betrayal (Auguste et al, 2018;Williams et al, 2018). Negative experiences as a result of participants' race and ethnic background were listed as distressing for the majority of the study participants.…”

Section: Negative Racial Experiencesmentioning

confidence: 99%

Factors Impacting Engineering Advanced Degree Pursuit and Attainment Among Black Males

Henderson

Boyce

Golden

et al. 2022

J Women Minor Scien Eng

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Black males are severely underrepresented in undergraduate and graduate engineering programs. While postsecondary interventions have shown to be effective, they are few and far between. Representation of Black males in all segments of the engineering pipeline continues to lag. There also remains a dearth of research that has sought to uncover and understand the factors that influence Black males to pursue engineering graduate degrees and further use these perspectives for more informed intervention design. As a part of a larger study, the authors used interpretive phenomenological analysis to understand the factors that influenced 15 Black male engineers to pursue engineering graduate degrees and to elucidate factors that led to their degree attainment. As the data was analyzed using interpretive phenomenological analysis, the authors were guided by cultural capital theory to uncover the assets possessed by participants to attain an advanced degree. Three major themes emerged from this study: benefits of advanced degrees (motivation for why they pursued advanced degrees), social supports (motivation for attainment), and hurdles and obstacles experienced (possible barriers to attainment). Two minor themes (advisor and mentor challenges and negative racial experiences) emerged from the major theme of hurdles and obstacles experienced. Finally, the authors provide recommendations for improving the educational pipeline to in- Journal of Women and Minorities in Science and EngineeringHenderson et al. 2crease the number of Black males attaining advanced degrees in engineering. The findings of this study may impact intervention design and efforts aimed at recruiting and retaining Black males in engineering graduate programs.

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Section: Negative Racial Experiencesmentioning

confidence: 99%

Factors Impacting Engineering Advanced Degree Pursuit and Attainment Among Black Males

Henderson

Boyce

Golden

et al. 2022

J Women Minor Scien Eng

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show abstract

“…In addition, advisor guidance about how to utilize the strengths arising from prior experiences and skills could aid adult students' motivation and success. Consistent with Hughey's assertions, a study of women ages 25 and older enrolled at women's colleges found that advisors' recognition and understanding of students' ages, income levels, family roles, and prior experiences was an important factor in positive student-advisor relationships (Auguste et al 2018). Some community colleges offer personalized career advising designed to assess skills and match interests with programs in defined academic or occupational areas (Cummins 2014).…”

Section: Programs and Initiatives With Potential To Improve Adult Students' Outcomesmentioning

confidence: 82%

Strengthening Outcomes of Adult Students in Community Colleges

Bahr

Boeck

Cummins

2021

Higher Education: Handbook of Theory and Research

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Students who are over 24 yearsolder than the age deemed "traditional" for higher educationaccount for about one in every three students enrolled in community colleges. Unfortunately, their educational outcomes lag behind their younger peers. A greater understanding of what it means to be an adult student in higher education is a crucial step toward determining how postsecondary institutions, particularly community colleges, can improve adults' experiences and chances of achieving their goals. With the overriding objective of providing guidance to stakeholders about how to strengthen adult students' success and increase college completion, we draw from extant literature to develop a Multidimensional Conceptualization of Adult Students (MCAS). We propose a corresponding set of measures to identify adult students in a community college's student population and to differentiate the gradations of experience, responsibility, and subject sense of adulthood that constitute adult status. We review evidence on adult students' participation in higher education, how their approaches to college tend to differ from younger students, and community college programs and initiatives that aim to improve adult students' outcomes. Finally, we discuss the alignment of the programs and initiatives with adult students' learning needs and with the dimensions of the MCAS.

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“…31 (Hotez et al, 2020) A student-parent task force 34 (Dinour et al, 2015) One lactation room on this campus, available Monday through Friday from 8:30 am to 4:30 pm upon appointment. 39 (Auguste et al, 2018) Nontraditional student community 40 (Askelson et al, 2020) A one-year on-campus federal Pregnancy Assistance Funded (PAF) program implemented for pregnant and parenting students Note: Study ID Numbers correspond with articles in all Tables.…”

Section: Evidence Of Programs and Policies For Student-parentsmentioning

confidence: 99%

Social-Ecological Barriers to Student-parents’ Academic Success: A Systematic Review

Ajayi¹,

Odonkor²,

Panjwani³

et al. 2021

Preprint

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Students who are parents in higher education (HE) in the United States encounter competing demands and challenges while navigating multiple roles as parents, students, and employees. These challenges are multifaceted and can hinder their degree attainment. Using the socio-ecological model, we systematically summarized existing literature published between 2009 - 2020 to understand the experiences and predictors of student-parents academic outcomes in HE. The reviewed articles included students from two-year and four-year institutions (community college, undergraduates, and graduate students). The analysis revealed that the constraints to student-parents academic success are a system-level problem. Most of the barriers and facilitators identified were related to structural policies adopted by HE. This study concludes with recommendations for future research, policymakers, and the school ecosystem.

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Nontraditional Women Students' Experiences of Identity Recognition and Marginalization During Advising

Cited by 18 publications

References 38 publications

Factors Impacting Engineering Advanced Degree Pursuit and Attainment Among Black Males

Factors Impacting Engineering Advanced Degree Pursuit and Attainment Among Black Males

Strengthening Outcomes of Adult Students in Community Colleges

Social-Ecological Barriers to Student-parents’ Academic Success: A Systematic Review

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