integration of higher education
DESCRIPTION
This study explores barriers of non-traditioanl students in a rural area by comparing their academic experience to traditaional students.TRANSCRIPT
Eunjin Hwang
Sam Houston State University
Integration of Higher Education in Rural Area
:Comparison of Traditional and Non-traditional
Students
•73% of students in U.S higher education is
non-traditional students.
Introduction
1. Definition of Non-traditional Student
NCEB provides the definition of non-traditional students by six
characteristics.
•Financial Status•Family
Status
•Academic Status
•Enrollment Status
Attend part time/ Work
full time
Do not have a high school
diploma
Financially dependent
Have dependents/
Single parent
Source: U.S. Department of Education, NCES.
National Postsecondary Student Aid Study (NPSAS) 2000
Source : NCES. National Postsecondary Student Aid Study 2000
Figure 1. Percentage of students with nontraditional characteristics 1992-1993 and 1999-2000
Figure 2. Percentage distribution of undergraduates according to their student status, by type of institution: 1999–2000
Highly nontraditional
Moderately nontraditional
Minimally nontraditional
Traditional
Public
2-yearPublic
4-year
Private
Not-for-
profit
4-year
Private
For-
profit
4-year
Total
Source : NCES. National Postsecondary Student Aid Study 2000
According to data analysis of NCEB, the most common
characteristic of non-traditional students is financially
independent, attend part time, and delayed enrollment. Also, within
public 2 –year institution, highly non-traditional students are highly
distributed.
2. Social Factors
• Aging population
• Educational requirement for professions, vocation, occupations• Equal
opportunities women and minorities
What is the problem?
1. Non-traditional students have barriers in pursuing
their academic career.
1) Financial poverty
2) Time poverty
- Work full time
- Multiple roles
3) Institutional Barriers
-Learning the rules of
academia
- Reading and writing
assignment, etc.
2. Non traditional students from low socioeconomic
(LSES) backgrounds are more likely to have intensified
barriers.
3. University students from a LSES background often
belong to multiple equity group, the most common of
which is living in a rural or isolated area.
The Purpose of the Study is..
To understand the barriers of non-traditional student in a rural area.
To provides a new interpretation of non-traditional students of low socio economic status and racial or ethnical minor group.
To provide the social framework for better school policy and practice for supporting students of low socioeconomic status.
Research Question
1. How institutional rhetoric of higher education is differently
experienced by traditional students and non-traditional
students in the first academic year ?
2. What barriers are experienced by non-traditional
students in a rural area?
Significance of This Study
1. This study examines barriers of non traditional
students by comparing the difference of academic
experience in higher education between non-
traditional students and traditional students.
2. Previous studies examined barriers based on
qualitative method approach. This study focus on
non-traditional students, particularly in a rural area
based on quantitative method approach.
Theoretical Framework
1. Tinto’s Model of Student Retention
Figure 4. Tinto, V. Dropout from Higher Education (1975)
Criticism : The validity generalizing its constructs to explain
attrition among non-traditional students since the model was
developed mostly in relation to traditional students and residential
academic context.
2. Revised Model : Rovai’s model for adult dropouts
Learner Characteristic
-Age
-Gender
-Education
-Employment status
External factors
-Scheduling conflicts
-Family issues
-Financial problems
-Managerial support
-Personal issues(e.g.health)
Internal factors
-Social integration
-Academic integration
( instructor follow-up, activity
level, instructional design,
assignment level, etc. )
-Technology/technical/usability
issues
-Lack of motivation
Learner Skills
Dropout/
Persisten
ce
l--------------Prior to the course -------------------------ll-----------------During the course------------------l
Conclusion
1. Non traditional students, particularly of low socioeconomic
status in a rural area experience intensified study barriers.
2. To reduce the rate of attrition and support non-traditional
students, institutional support such as financial aids and
counseling services, etc. should be provided.
Bibliography
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Gilardi, S.,& Guqlielmetti,C (2011). University life of non-traditional students: engagement styles and impact on attrition. Journal of Higher Education, 82(1), 33-53.
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