Where is Merlin when I need him? The barriers to higher education are still in place: Recent re-entry experience

Abstract

While the GI bill after WWII encouraged education for the older students, the combination of baby boomers and the rise of feminism have prompted a new wave of returning students to academia. The nontraditional student since the 1970s has often been an older female returning for a graduate degree. Making the decision to return has not been easy, and the older student can expect to encounter multiple barriers to her progress before attaining her desired degree. These barriers have been in place and have been the subject of studies for the past forty years, and they remain firmly in place in the new century. This study looks at the barriers through the lens of one older female student in her first summer of graduate school. Using data from diaries, narrative journals, class papers, and reflections, the student compares her experiences with the findings of current studies.

Nontraditional Student Perceptions of Collegiate Inclusion

“…Similarly, in a study that explored the differences in the motives, identity, and challenges of various nontraditional student groups, Taylor and House (2010) found that student concerns were related to fi nance and balancing academic and external obligations, although the majority of challenges were academically related, as mature nontraditional students were concerned about their academic issues. In addition, nontraditional students have encountered situational barriers relating to home, fi nancial, and family responsibilities both prior to and during their academic pursuit (Colvin, 2013;Gordon, 2014;Pragg, 2015). They have contended with barriers relating to low self-perception, lack of social and peer support, fear of academic disappointments, feelings of inadequacy, struggles with academic expectations, diffi culty with course workload, and limited advising opportunities, all of which isolate them (Colvin, 2013).…”

“…In addition, nontraditional students have encountered situational barriers relating to home, fi nancial, and family responsibilities both prior to and during their academic pursuit (Colvin, 2013;Gordon, 2014;Pragg, 2015). They have contended with barriers relating to low self-perception, lack of social and peer support, fear of academic disappointments, feelings of inadequacy, struggles with academic expectations, diffi culty with course workload, and limited advising opportunities, all of which isolate them (Colvin, 2013).…”

“…Nontraditional students are one of the underserved student populations in higher education, and campus leaders have been inadequate in their response to supporting the increasing number of this group (Colvin, 2013). Therefore, when institutions fail to pay attention to broad campus diversity and inclusiveness issues, they miss opportunities to adapt higher education practices to nontraditional student needs.…”

“…At a minimum, fl exible scheduling and improved coursework sequencing are paramount (Colvin, 2013;Miller & Lu, 2003). Also, because nontraditional students tend to be task and purpose oriented, it is important that educators construct their learning in such a way that allows them to understand their learning objectives (Kenner & Weinerman, 2011).…”

The Evolution of Acceptance of a Non-Traditional University Program into University Mainstream Culture

“…Finally, non-traditional students brought with them family, personal, and professional issues with each one being a potential issue needing to be addressed. According to Colvin (2013), non-traditional students often experience social and emotional role conflicts when embracing a challenge of NT education. The changes in nuclear and extended family roles, together with changes in work roles, are all external barriers to learning (Falasca, 2011).…”