Persisting past probation : an exploration of the experiences and the perceptions of community college students on academic probation, an interpretative phenomenological analysis

Abstract

The first year, first-semester community college students on academic probation and the factors affecting their academic success have been on the rise. As such, many students who are not making satisfactory academic progress (SAP) are at risk of losing their financial aid and, quite possibly, dropping out of school. The purpose of this study was to investigate how community college students who experience academic probation in their first year make sense/meaning of that experience and transition to become successful. Eight current community college students participated in this study. The researchers utilized an interpretative phenomenological approach to explore their experiences. The participants initially did not have the desire to enter college immediately after graduating high school. They perceived that they were "forced" to do so by family and society. The participants also acknowledged that mental health issues and support for these issues was a significant factor in their placement on academic probation. Additionally, the participants perceived that their institution's systems did not keep them as informed as they could have been thus exacerbating their placement on academic probation. The findings are relevant for secondary and postsecondary staff and administrators who provide services and help to transition students from high school to college. Additional research is needed to explore the perspectives of students who have successfully overcome academic probation based on their unique and individual characteristics, situations and institutions.

Engineering survivors: Students who persisted through academic failures

“…For example, Barry (2015) documented the positive influence of students' relationships with their families and with the instructors of the course in a study of 14 students on probation. In a study of eight students at a community college, Erazo (2017) found that the students had limited information before college, lacked “emotional maturity and academic discipline” (p. 103), failed to understand college expectations and how to access resources, and neglected to develop relationships with faculty and staff. These students became successful when they realized how college differed from high school, and when they began participating in extracurricular activities such as clubs and interest groups.…”

“…Third, students with a weak sense of belonging felt even more alienated when they were on probation. All three studies (Barry, 2015; Blaney, 2014; Erazo, 2017) emphasized that none of their informants attributed their academic difficulties to inadequate academic preparation.…”