Education Commons^™

The Lived Experiences Of Veteran And Military Students In The Context Of A “Military Friendly” Institution: A Phenomenological Case Study, Gail Y. Rouscher

Dissertations

There have been many studies of military and veteran students attending a higher education institution after a period of time on active duty. The studies on this population can be divided into four categories: (a) stopping out (Belch, 2004; Cavote & Kopera-Frye, 2007; DiRamio & Spires, 2009; Schnoebelen, 2013), (b) financial (Winston, 2010), (c) enrollment, (Hassan, Jackson, Lindsay, McCabe, & Sanders, 2010) and (d) programming (APSCU, 2013; Burnett & Segoria, 2009; DiRamio, Ackerman, & Mitchell, 2008; Lokken, Pfeffer, McAuley & Strong, 2009; Mangan, 2009). There is limited research on completion rates for veteran and military students who have the opportunity …

"Can You Just Move The Curtain?": Stories Of Women From The Educational Underclass At The College Door, Janet Kaplan-Bucciarelli

Educational Studies Dissertations

Although millions of adults with a high school diploma or GED need and want to further their education by attaining a postsecondary credential, the majority do not succeed. It is widely known that marginalized adult learners arrive at college academically underprepared and that they face numerous barriers to participation once they enroll. But very few studies look at adults’ life experiences, assets, and perspectives on college before they enroll—when they are still “at the college door.”

This qualitative study explores the stories of ten women (ages 29-56) in pre-college transition classes in the Northeast US, and how their familial, school, …

Supports And Services Helpful To Working Adult Nursing Students, Cheryl Green

Walden Dissertations and Doctoral Studies

The United States has experienced historically low graduation rates in public and private 2-year, degree-granting institutions. Many of these institutions are community colleges, which account for 60% of all student enrollment. This study was conducted to explore supports and services that may be helpful to working adult students over the age of 25 enrolled in a 2-year associate degree nursing program in a community college. Tinto's interactionalist theory of student persistence and retention and constructivist theory were the conceptual frameworks for this qualitative case study. The two guiding questions were focused on the types of support that would be helpful …