A Comparitive Study of Traditional and Nontraditional Students' Identities and Needs

Senter, Mary S; Senter, Richard

doi:10.2202/1949-6605.1058

Cited by 9 publications

(10 citation statements)

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“…More specifically, using a social role score (Horn, 1996;Senter & Senter, 1998) to define traditional and nontraditional students at a private Catholic university in South Florida, the objective of this research was to (a) examine if perceptions of quality of college involvement differ for nontraditional undergraduate and traditional undergraduate students and, (b) examine if perceptions of college contribution toward intellectual, personal, social and career development differ for traditional undergraduate and nontraditional undergraduate students and, (c) examine if the relationships between quality of college involvement (academic activities, co-curricular activities, student interactions, and faculty interactions) and college contribution toward development (intellectual, personal, social and career) differ for traditional undergraduate and nontraditional undergraduate students.…”

Section: Research Problem and Purposementioning

confidence: 99%

“…This study may add to the research literature on involvement by examining the quality of experiences in the framework of how they contribute to the transformation of student development (Harvey & Green, 1993a). Further, since much of the nontraditional literature that exists defines nontraditional students by age, this study may contribute to the nontraditional undergraduate literature by utilizing social role (Horn, 1996;Senter & Senter, 1998) to define nontraditional students rather than age.…”

Section: Significancementioning

confidence: 99%

“…They differ on employment status, marital status, and parental status (Senter & Senter, 1998), as well as financial status and enrollment styles (Horn, 1996). According to the results of Senter and Senter's (1998) social role index to measure nontraditional status, 77.6% of nontraditional undergraduate students typically had characteristics such as being employed full-time, being married, and being a parent while only 9.5% of traditional students had at least one of these characteristics.…”

Section: Nontraditional Studentsmentioning

confidence: 99%

“…According to the results of Senter and Senter's (1998) social role index to measure nontraditional status, 77.6% of nontraditional undergraduate students typically had characteristics such as being employed full-time, being married, and being a parent while only 9.5% of traditional students had at least one of these characteristics. In rare instances, researchers defined nontraditional students according to age and social characteristics (Rosenthal, et.…”

Section: Nontraditional Studentsmentioning

confidence: 99%

“…al. 2000;Senter & Senter, 1998). Current research is needed that examines the nontraditional student by characteristics typical of these students rather than age alone.…”

Section: Nontraditional Studentsmentioning

confidence: 99%

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Quality of student involvement and college contribution toward development of traditional and nontraditional undergraduate students

Broschard¹

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Broschard, Dawn Marie, "Quality of student involvement and college contribution toward development of traditional and nontraditional undergraduate students" (2005 Using theory of involvement as a framework, the purpose of this study was to test if there were differences between traditional and nontraditional undergraduate students in their ratings of quality of college involvement (academic, co-curricular, student interactions, and faculty interactions) and perceptions of college contribution toward development (intellectual, personal, social, and career). A two part survey was distributed to a random cluster sample of sophomore and higher level undergraduate classes equaling 400 undergraduate students.Results of a 2 X 4 repeated measures ANOVA indicated that traditional students rated quality for co-curricular involvement and student involvement significantly higher than nontraditional students. Both traditional and nontraditional students had similar vi ratings of college contribution toward development. There were different patterns of correlations between involvement and development. Traditional students' ratings of academic and student involvement were more highly correlated with development than were the ratings of nontraditional students. However, nontraditional students' ratings of academic and faculty involvement were more highly correlated with development. When testing for differences in correlations between quality of involvement and college contribution toward development, the largest observed differences were quality of student involvement and college contribution toward personal and social development. Although not significantly different, traditional students had stronger correlations between those factors than did the nontraditional students.This research demonstrates the importance of using social role when defining student type. It contributes to involvement theory by explaining how traditional and nontraditional students differ in their ratings of quality of involvement. Further, it identifies different patterns of correlations between ratings of quality of involvement and college contribution toward development for the two types of students. While traditional students may need a more rounded college experience that includes more social and cocurricular experiences, nontraditional students use the classroom as their stage for learning.

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Section: Research Problem and Purposementioning

confidence: 99%

Section: Significancementioning

confidence: 99%

Section: Nontraditional Studentsmentioning

confidence: 99%

Section: Nontraditional Studentsmentioning

confidence: 99%

“…al. 2000;Senter & Senter, 1998). Current research is needed that examines the nontraditional student by characteristics typical of these students rather than age alone.…”

Section: Nontraditional Studentsmentioning

confidence: 99%

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