What is Social and Academic Support to Nontraditional Students?: a Modified Constructivist Grounded Theory Study

Abstract

Electronic Thesis or DissertationThis dissertation explored nontraditional undergraduate students' academic and social experiences at Southeastern Conference University (SECU). Employing a modified constructivist grounded theory approach, the study aimed to understand the unique challenges and needs of nontraditional students, those aged 25 and older, enrolled in bachelor's degree programs. Through in-depth qualitative interviews and document analysis, the research identified key themes such as nontraditional student identity, disjointed integration, and juxtaposed resources and access as key components of the theory of belonging-oriented academic and social support. Nontraditional students often perceive themselves as more mature and experienced than their traditional counterparts, with a heightened sense of financial accountability and clear motivations for pursuing higher education. Despite these strengths, they frequently encounter feelings of nonbelonging and isolation, exacerbated by the campus environment tailored to younger students. Positive experiences are reported when engaging with academic supports such as professors, graduate teaching assistants, academic advisors, and peer tutoring facilities. Social supports, including cultural heritage groups, professional interest groups, and religious organizations, also contribute to a sense of community and belonging. The study highlights the importance of tailored academic and social support systems to enhance the success and well-being of nontraditional students. Recommendations include establishing nontraditional student meet-ups, family-welcome campus events, and career-focused social groups. By addressing the specific needs of nontraditional students, SECU can improve their integration and retention, ultimately fostering a more inclusive and supportive campus environment