Document Type
Article
Publication Date
4-2016
Publication Source
Journal of College Student Retention: Research, Theory & Practice
Abstract
Faculty serve as a primary point of contact for students in college, playing vital roles in students’ retention and attainment. The perceptions and beliefs held by these institutional actors are important for understanding the context that shapes students’ experiences while they are in college and potentially, long after they leave. The purpose of this work is to examine faculty members’ perceptions of nontraditional student experiences. Findings highlight faculty members’ awareness of students’ multiple roles and obligations; perceptions of student academic success, including barriers to succeeding; and the ways faculty connect with students and the types of connections they forge. The findings from this work highlight the need to consider more research on how the experiences of students who do not fit a traditional model are interpreted by those in positions of power at higher education institutions. As such, we add to calls for more work that considers these institutional actors explicitly and how they shape student success.
Inclusive pages
29-46
ISBN/ISSN
1521-0251
Document Version
Postprint
Copyright
Copyright © 2016, the Authors
Publisher
Sage Publications
Volume
20
Issue
1
Peer Reviewed
yes
eCommons Citation
Zerquera, Desiree D.; Ziskin, Mary; and Torres, Vasti, "Faculty Views of “Nontraditional” Students: Aligning Perspectives for Student Success" (2016). Educational Leadership Faculty Publications. 225.
https://ecommons.udayton.edu/eda_fac_pub/225
Included in
Educational Assessment, Evaluation, and Research Commons, Educational Leadership Commons, Higher Education Administration Commons
Comments
The document available for download is the authors' accepted manuscript, provided in compliance with the publisher's policy on self-archiving. Permission documentation is on file.
To view the version of record, use the DOI provided.