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Since the end of World War II, the number of returning college students aged twenty-five years or older has increased so rapidly in American colleges and universities that college administrators, either through lack of interest and understanding or through failure to function as proactive change agents, have not kept pace with the needs of older student populations. In recent years, as enrollment among traditional younger students has declined, enrollment among mature returning students has grown to the extent that they presently constitute more than a third of all college and university students in the United States. As a result of findings obtained in the study, the following recommendations are offered for consideration; (1) institutions of higher learning should place major emphasis upon development of Services and Programs for Returning Students; (2) colleges and universities should give greater priority to orientation program(s) for returning students; (3) returning students should be given credit for life experience and independent learning; (4) financial resources for returning student services should be standardized as line items in the institution's budget; (5) existing programs should be evaluated in order to determine their effectiveness; and (6) a follow-up study should be conducted in five years to provide statistical data for trend analysis.

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Access to abstract restricted until July 2015. / Department of Educational Studies

Thesis (Ed.D.)--University of Tulsa, 1990. / Includes bibliographical references.

This thesis attends to recent calls and decades of demands to de-whiten and de-colonise the discipline of Geography and higher education more broadly. This manuscript contributes unique empirical research and analysis on race, gender, sexuality and everyday life to geographies of intersectionality, visceral geographies of (micro)aggressions, and toxic geographies. Intersectionality is a Black Feminist framework that centres the entanglement of race and gender, (micro)aggressions are often unconscious and subtle insults experienced at the scale of the body by marginalized people, and toxic geographies are spaces with high concentrations of (micro)aggressions. The main objectives are to explore the co-constitutive nature of (micro)aggressions and space, engage intersectionality in practice through Participatory Action Research (PAR), and to centre the lives and promote the agency of students of colour, women, queer, transgender and gender non-conforming (TGNC) students in US higher education. The empirical research of this thesis is a PAR project and team composed of eleven people, myself included, on race, gender, and sexuality based (micro)aggressions at an elite US residential institution of higher education. The PAR team collectively curated a public art event where the university community was invited to share stories of (micro)aggressions experienced, witnessed, and produced. The PAR team’s efforts resulted in a powerful encounter that led to changes in policy and practice to mitigate toxicity in one particular place. The analysis of the empirical research involves an exploration of the fluidity, fixity, and spatiality of toxic geographies along the axes of race, gender and sexuality and within the context of the academic-military-prison industrial complex (AMPIC), a framework of structural violence. In addition, this thesis applies the higher-level analytic of intersectionality to the empirical research, connecting the micro level of (micro)aggressions, the meso level of the PAR team, and the macro level of the AMPIC to provide an empirical example of the complexity of toxic geographies, and an avenue for future research, by highlighting the material impact of the neoliberal university on the mental health of students of colour, women, queer, and TGNC students.

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