Redefining student success : learning from nontraditional learners
| dc.contributor.author | Campbell, Jean Mallory | |
| dc.contributor.supervisor | Anglin, James P. | |
| dc.date.accessioned | 2017-08-28T21:15:22Z | |
| dc.date.available | 2017-08-28T21:15:22Z | |
| dc.date.copyright | 1998 | en_US |
| dc.date.issued | 2017-08-28 | |
| dc.degree.department | School of Child and Youth Care | |
| dc.degree.level | Doctor of Philosophy Ph.D. | en_US |
| dc.description.abstract | This study examines student success from the perspective of mature, female students in human service programs at one B.C. post-secondary institution. An exploratory, case study approach was employed, focussing on in depth open ended interviews of 36 women. Context for the educational experience of these women was explored through document review and interviews of faculty. Definitions of success and experiences in achieving success appear quite different from the traditional student success literature. These women are committed to holistic definitions of success which include not only good grades and program completion, but also personal growth and maintenance of satisfactory family, extended family, and community relationships They are unlikely to drop out because of their intense internal drive and because of a program model which provides a credential after first and second year (as well as at the degree level), allows stopping out temporarily, and supports part-time participation. They are unlikely to access support services because of the pressures on their time. Factors which impede their progress may also support them (for example, families place demands but also provide support, negative educational experiences in the past both limit their self confidence and make them determined to do well and “prove themselves”). Poverty appears to be the greatest barrier to many, particularly single parents. Implications for theory, educational reform policy, and research are outlined. | en_US |
| dc.description.scholarlevel | Graduate | en_US |
| dc.identifier.uri | http://hdl.handle.net/1828/8482 | |
| dc.language | English | eng |
| dc.language.iso | en | en_US |
| dc.rights | Available to the World Wide Web | en_US |
| dc.subject | College students | en_US |
| dc.subject | Education, Higher | en_US |
| dc.title | Redefining student success : learning from nontraditional learners | en_US |
| dc.type | Thesis | en_US |