Scholarship & Research
Permanent URI for this communityhttps://scholarworks.montana.edu/handle/1/1
Browse
2 results
Search Results
Item Nontraditional student's transition to college through the lens of Bronfenbrenner's ecological theory, Schlossberg's transition theory and gender schema theory(Montana State University - Bozeman, College of Education, Health & Human Development, 2018) Neber, Elfriede; Chairperson, Graduate Committee: Tricia SeifertOver the past several decades, an increasing number of nontraditional students have been enrolling in college, however they face a variety of challenges in completing their educational goals and have lower completion rates than traditional students. Thus, the more institutions can understand about this student population, the better they can serve their unique needs. This qualitative study sought to understand how nontraditional students experience the transition to college, how these experiences differ by gender and which institutional factors help and/or hinder with the transition. To gain a better understanding of their transition to college, a transcendental phenomenological approach was used and the findings were analyzed using the lens of Schlossberg's Transition Theory, Bronfenbrenner's Ecological Theory and Gender Schema Theory. The participants included 10 female and 12 male participants who met the following criteria: over the age of 25, first year attending Great Falls College MSU and at least a one-year break since attending school elsewhere. They were interviewed two to three times, their interviews were transcribed and analyzed, and emergent categories were developed. The data was then analyzed using apriori codes developed from Schlossberg's Transition Theory followed by a further level of analysis using from Bronfenbrenner's Ecological Theory. Within the context of Ecological Theory, themes related to gender differences and institutional factors were identified. Key findings included that most students found the initial transition stressful, they resorted to a variety of coping skills and there were no significant gender differences in the transition experience. Overall, they demonstrated high levels of resilience and strong coping skills. They felt welcome and supported by the institution and only a few minor areas were identified for improvement. There were a few curious findings not identified in previous research including that the male participants actively sought opportunities to serve as mentors; that some students enroll seeking new careers with greater meaning and purpose rather than just economic gain; they had difficulty relating to traditional aged students and had attitudes of superiority towards them; most struggled with technology; and college did not necessarily become easier as they progressed through their education.Item Rural routes : first year college experiences of students from rural backgrounds(Montana State University - Bozeman, College of Education, Health & Human Development, 2014) Stone, Cody Carlisle; Chairperson, Graduate Committee: Carrie B. MyersThe experiences of college students from rural backgrounds have remained understudied. The purpose of this phenomenological study was to further understand how students from rural backgrounds perceive self, define rurality, describe their first-year social and academic college experiences, and make meaning of these experiences. Eight first-time, full-time freshman from rural communities of less than 2,500 inhabitants were interviewed twice during their freshman year of college. Furthermore, data collection techniques also included photo elicitation, student drawings, a rural representation selected by the students, and subsequent discussions of these items. Participants described rurality and rural culture in the context of small-secluded areas, open space, sense of community, and connections to the land. They described themselves as hardworking - honest, driven - responsible, and family oriented. Emergent themes related to general college experiences and rural effects included opportunities, limited college knowledge, initial shock, size of college, just a number, and balancing act. Social preparedness, friends: knowing everyone to knowing a few to good friends, ease of social integration, and lack of diversity but open emerged as themes related to social college experiences and rural effects. Regarding academic college experiences and rural effects, the following themes surfaced: academic preparedness, shift in faculty - student interactions: teachers to professors, peers and academics, perceptions of academic rigor, shift in study habits to meet academic rigor, and perceptions of academic success. A focal conclusion derived from this research study is that the participants define themselves in terms of their rurality. Regarding college experiences and rural effects, study participants did not know what to expect at college and their rural upbringing helped prepared them for the social aspects of college. Furthermore, they are relying on their drive, strong work ethic, and sense of responsibility to integrate academically and are utilizing their social skills to aid in their academic endeavors. The rural students in this study appear to be on a trajectory towards social and academic integration and in turn persistence. Finally, these college students from rural backgrounds understand their agency. They understand that they play the critical role in their own development.