Community college re-entry students: Correlates of access to special support programs and goal progress. - Page 105 |
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92
for the non-traditional student which correlates well to the
student perceptions as reported in the survey. The program
presumes that re-entering students require certain
opportunities to affiliate with like students and to
identify or feel a sense of belonging to integrate into the
academic environment. There was a significant difference
among the two groups in their value of the opportunity to
register for classes reserved for students 25 years of age
and older, peer support opportunities and flexible access to
career or transfer counseling services. This may be
attributed to the fact that it was the re-entry group who
accessed this service and who gave it a high value. The non
re-entry group did not access these opportunities.
Alternatively, the non re-entry sample did not feel a need
for these services, reflecting perhaps an unmeasured
variable, that of self confidence and self esteem.
This differential personal treatment was the number one
factor for nontraditional students who responded to the
survey. A separate orientation for re-entering students,
separate registration procedures, flexible hours for
academic support services, financial assistance and child
care are other issues common to all of the non-traditional
students, but significantly more important to the re-entry
group surveyed.
Problems or Obstacles which Might Jeopardize Goal
Achievement. Students in both groups perceive an assortment
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
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| Title | Community college re-entry students: Correlates of access to special support programs and goal progress. - Page 105 |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 92 for the non-traditional student which correlates well to the student perceptions as reported in the survey. The program presumes that re-entering students require certain opportunities to affiliate with like students and to identify or feel a sense of belonging to integrate into the academic environment. There was a significant difference among the two groups in their value of the opportunity to register for classes reserved for students 25 years of age and older, peer support opportunities and flexible access to career or transfer counseling services. This may be attributed to the fact that it was the re-entry group who accessed this service and who gave it a high value. The non re-entry group did not access these opportunities. Alternatively, the non re-entry sample did not feel a need for these services, reflecting perhaps an unmeasured variable, that of self confidence and self esteem. This differential personal treatment was the number one factor for nontraditional students who responded to the survey. A separate orientation for re-entering students, separate registration procedures, flexible hours for academic support services, financial assistance and child care are other issues common to all of the non-traditional students, but significantly more important to the re-entry group surveyed. Problems or Obstacles which Might Jeopardize Goal Achievement. Students in both groups perceive an assortment Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. |
