Non-traditional Student Retention: Exploring Perceptions of Support in a Social Work Graduate Program

Abstract

This study examines non-traditional student perceptions of social support in the context of a group intervention offered by a graduate program at a predominantly white university in the southern United States of America. The goal of the group intervention was to enhance perceptions of social support, as measured by a standardized instrument administered pre and post the group intervention. Data analysis showed no significant differences in pre–post changes in perceptions of social support between intervention and comparison groups. A follow-up survey questionnaire administered to group intervention participants provided feedback that shed light on these unanticipated results: it is recommended that future interventions for improving non-traditional student retention focus on supporting the development of social support networks among incoming and first-year graduate students.

Keywords:

• Evaluation
• Stress
• Students
• Higher Education
• Diversity

Acknowledgements

The authors would like to thank North Carolina State University for Faculty Research and Professional Development funding, Dr Jason A. Osborne for assistance with the SAS analysis, and Research Assistants Marianne Latz, MSW and Kathryn Logan, MSW.