By Needham Yancey Gulley
After spending 15 years in college and university administration, mainly at two-year colleges, and the past two years as a faculty member in a community college leadership doctoral program, I have become increasingly frustrated by the perpetuation of what I refer to as the myth of the nontraditional student.
All too frequently in my career, a graduating student has come to me to express appreciation for helping them to make it to that achievement, indicating that they did not think that they would be successful because they knew they “were not supposed to be in college.” They are the students our educational systems deem “nontraditional.” They are adults, they are part-time students, they have had jobs, some have had children, some have been caring for elderly parents. Basically, by not being aged 18 to 24 and a full-time student, these “nontraditional” students have entered college thinking they do not belong.
The shocking thing to me has been that these “nontraditional” students have made up the vast majority of those attending their institution. Further, nearly half of the undergraduate students in the American higher education system can be categorized as nontraditional. The National Center for Education Statistics shows large increases in the enrollment of students that have typically been characterized as nontraditional because their demographic makeup identifies them as an atypical college student. Yet the message that these students are the outsiders is persistent and causes much psychological distress and self-doubt. CONTINUE READING HERE