Nontraditional Student Perceptions of Collegiate Inclusion

Abstract

This study explored student responses to a Student Inclusiveness Survey (SIS), with specific attention to nontraditional student responses about collegiate inclusion. Specifically, the SIS constructs that related to inclusion, the Perceptions of Inclusiveness and Institutional Safeguarding of Inclusiveness, were analyzed descriptively, and students’ open-ended responses to campus inclusiveness prompts were analyzed with content analysis methods deductively through the theory of validation. The findings suggest that nontraditional students feel included but are less likely to believe the institution takes action to prevent and address discrimination against their group. In addition, nontraditional students reported not feeling academically and interpersonally validated due to university structure and environment. They found it difficult to be meaningfully included and engaged in campus life and suggested evening and weekend courses, programming, and services to aid in their ability to graduate and participate in campus activities. Compounding this reality, nontraditional students found their experiences and perspectives were not honored or welcomed in and out of the classroom by faculty, staff, or their student peers. Implications for improving practice related to meeting the needs of nontraditional students are discussed.

Keywords:

• nontraditional students
• inclusiveness
• validation theory

Additional information

Notes on contributors

Patricia Witkowsky

Patricia Witkowsky is an Instructor, Sylvia Mendez is an Associate Professor, Oluwafolakemi Ogunbowo is a PhD Candidate, Grant Clayton is an Assistant Professor, and Nancy Hernandez is a PhD Candidate at the University of Colorado Colorado Springs, College of Education.

Sylvia Mendez

Patricia Witkowsky is an Instructor, Sylvia Mendez is an Associate Professor, Oluwafolakemi Ogunbowo is a PhD Candidate, Grant Clayton is an Assistant Professor, and Nancy Hernandez is a PhD Candidate at the University of Colorado Colorado Springs, College of Education.

Oluwafolakemi Ogunbowo

Patricia Witkowsky is an Instructor, Sylvia Mendez is an Associate Professor, Oluwafolakemi Ogunbowo is a PhD Candidate, Grant Clayton is an Assistant Professor, and Nancy Hernandez is a PhD Candidate at the University of Colorado Colorado Springs, College of Education.

Grant Clayton

Patricia Witkowsky is an Instructor, Sylvia Mendez is an Associate Professor, Oluwafolakemi Ogunbowo is a PhD Candidate, Grant Clayton is an Assistant Professor, and Nancy Hernandez is a PhD Candidate at the University of Colorado Colorado Springs, College of Education.

Nancy Hernandez

Patricia Witkowsky is an Instructor, Sylvia Mendez is an Associate Professor, Oluwafolakemi Ogunbowo is a PhD Candidate, Grant Clayton is an Assistant Professor, and Nancy Hernandez is a PhD Candidate at the University of Colorado Colorado Springs, College of Education.