Thesis (Ph. D.)--University of Texas at Austin, 2006. / Vita. Includes bibliographical references.

Master of Science / Department of Special Education, Counseling and Student Affairs / Christy Craft / Nontraditional students are a growing and changing population of students that encompass a wide variety of demographics and have many external factors that contribute to their academic and social success. Institutions are meant to be a tool for social transformation, and as more nontraditional students move towards higher education, they are proving that lifelong learning is an essential aspect of human development not only for personal goals, but also for social, cultural, and economic purposes (Baptista, 2013). Institutions need to promote success for all students by continuously adjusting themselves to an always emergent and ever changing reality. Colleges will need to find and use best practices to guide nontraditional students in their academic and social success. Although their needs, motivations, and level of engagement may vary from traditional students, the overall mission of an institution is to create successful, well rounded, holistically developed citizens. Institutions would greatly benefit from creating a space that helps develop these students through the use of a center. A nontraditional center would allow practitioners to combine many of the best practices that can aid students in their college experience. Nontraditional student enrollment trends are unlikely to change in the future and investing in a space that addresses the factors and barriers that can inhibit degree attainment will be necessary for success. This master’s report will include the current enrollment trends of higher education, the differing characteristics of nontraditional and traditional students, history of nontraditional student enrollment, barriers and challenges to success, motivations to attend higher education, theoretical frameworks outlining success of nontraditional students and their adult identity development, how to promote nontraditional student success, and best practices that outline the characteristics of an ideal center.

While traditional theories are useful in the study of persistence in some nontraditional students, many nontraditional female students are at high risk of not successfully persisting towards their educational goals. The purpose of this study was to explore the perceptions and experiences of spirituality, as a validating factor and an intrinsic motivator to persist, in nontraditional female students in community and technical colleges. A hermeneutic phenomenology research design was used with the "lived experiences" of these women articulated through their own voices. Although the study did not have a rigid set of fixed procedures, van Manens (1990) suggested activities for human science research were followed. Individual interviews, as well as two focus group interviews, were conducted to gather the data. A purposeful research sampling approach was used to select the participants from a community college and a technical college in the southern United States. The conceptual framework that informs this study is that of Sharon Daloz Parks' (2000) theories of faith development in the college years. In regards to persistence, Rendon's (2000) model of Academics of the Heart framed the validating environment that nurtured the nontraditional women‟s motivation to persist towards their educational goals. This framework reconnects the intellect with the spirit. In this study, it was found that spirituality was an internal validating factor for these nontraditional female students and this intrinsic motivation supports them in their persistence to achieve their goals. From the study emerged five major themes: spiritual development/growth, challenges, validation, support and perseverance. Supportive environments in educational settings may nurture and affirm this spirituality that exists in the increasing numbers of nontraditional female students attending our colleges today. These findings make a contribution to the present literature in that the results of the study provide insight as to how programs may be modified for nontraditional female students to support them in their persistence in an educational setting. In understanding where the students are on their continuum of developing spirituality, administrators, faculty, and support staff, could better provide the environments that are needed to nurture the growth of this internal validating factor and intrinsic motivator of spirituality.

A pesquisa teve um duplo objetivo: (1) realizar um estudo clínico, a partir: de psicodiagnósticos compreensivos de crianças e adolescentes abrigados, suas relações dentro do abrigo e perspectivas de vida; (2) desenvolver e apresentar uma Oficina Terapêutica, a Oficina de Desenho e Pintura, como modalidade psicoterapêutica, em enquadre grupal, e verificar seu alcance neste grupo. A pesquisa se desenvolveu a partir do método clínico, de referencial psicanalítico, sob os aportes de Winnicott. Três meninas abrigadas, de 10, 14 e 16 anos; e seu cuidador participaram de todas as fases deste estudo. No entanto, houve a participação esporádica de outros 8 adolescentes (entre 13 e 18 anos) e 3 cuidadoras. Para a compreensão diagnóstica foram realizadas entrevistas individuais (com o cuidador e as três meninas), e o uso de instrumentos, exclusivamente com os jovens. Utilizou-se o Desenho da Figura Humana (DFH), Desenho da Pessoa na Chuva, Teste de Fábulas de Düss, Inventário de Frases no Diagnóstico de Violência Doméstica (IFVD) e Questionário de Depressão Infantil (CDI). Os dados obtidos nesta etapa inicial foram compreendidos em conjunto com o processo desencadeado pelos doze encontros que compuseram a Oficina. Ao final, foram realizadas entrevistas devolutivas para as crianças e a Diretora do abrigo e a reaplicação do Desenho da Pessoa na Chuva e do CDI nos jovens. Os vínculos afetivos surgiram como aspecto central na compreensão da vivência dessas crianças e adolescentes. O estudo descreve estas etapas que compreenderam o processo e permitiram a emergência de aspectos mal integrados relacionados à vida dentro e fora do abrigo. O enquadre ainda proporcionou a elaboração e integração do Self das crianças e adolescentes participantes. Dessa forma, a partir da análise do processo psicoterapêutico, a proposta da Oficina se mostrou eficaz, sendo relevante para contextos institucionais como esse onde o trabalho pôde se desenvolver / The research had two main aims: (1) conduct a clinical study a psychodiagnosis comprehensive of sheltered children and adolescents and their relationships within the shelter and life prospects, (2) develop and submit a Therapeutic Workshop, the Workshop of Drawing and Painting as psychotherapeutic modality in group framework, and verify its reach to this group. The research was developed from the clinical method of psychoanalysis, based on the contributions of Winnicott. Three sheltered girls, 10, 14 and 16 years old, and their caregiver participated in all phases of this study. However, there were sporadic participation of eight other teenagers (between 13 and 18 years old) and 3 caregivers. To elaborated the diagnostic comprehension, single interviews were conducted (with the caregiver and the three girls), and the use of instruments exclusively with the girls. We used the Human Figure Drawing (HFD), the Person in the Rain Drawing, Duss Fables Test, The Phrase Inventory of Intrafamilial Child Abuse (PIICA) and Children\'s Depression Inventory (CDI). The data obtained in this initial stage were understood in conjunction with the process including the twelve meetings that formed the Workshop. By the end, back interviews were performed for the children and the shelters Director and the reapplication of Person in the Rain Drawing and CDI on the children. The emotional bonds emerged as a central aspect in understanding the experiences of these children and adolescents. The study describes these steps to understand the process and provided the emergence of poorly integrated aspects related to life inside and outside the shelter. The framework also provided the Self development and integration of children and adolescents participating. Thus, from the analysis of the psychotherapeutic process, the proposal of the workshop was effective and relevant to this institutional context

Amas Repertory Theatre was founded in 1969 by Rosetta LeNoire, an African American actress who pursued a mission of developing original musicals while practicing interracial casting. The company's most successful show was Bubbling Brown Sugar (1975). Throughout Amas's history LeNoire's complicated perspective on what constituted discrimination sometimes caused her casting choices to be questioned. LeNoire believed in a colorblind theatre and society, however, as the decades passed, her colorblind perspective was challenged by neo-conservative philosophy which states that in a colorblind society no particular group should receive any more privilege than another. This definition of colorblind is used to justify conservative efforts to eliminate affirmative action and undermine race conscious legislation. In the late 1990s, at her retirement, LeNoire, who always believed that color did not matter, turned her theatre over to white leadership, who still operate Amas today. At that point, Amas changed from a company that had, from its founding, been considered to be a black theatre to one that is now white. As the history of Amas unfolds, my study examines the complex politics surrounding the concept of colorblindness. Efforts by Actors' Equity to promote interracial or, as it is often called, nontraditional casting are also investigated as well as the conservative backlash against race conscious policies, particularly during and after the administration of Ronald Reagan. In the present day Amas practices a multicultural mission, however, as my dissertation examines the company's programming decisions as well as its perspective on race, Amas is revealed to be an example of how white operated theatres, even if unintentionally, through the agency of white power and privilege, are affected by the same institutional racism that permeates American society. My dissertation then challenges Amas and other theatres to take responsibility for staying fully aware of the racially charged issues and tensions that exist in America today. When theatre professionals seek out and are committed to engaging in open dialogue on race they are in a stronger position to make knowledgeable decisions regarding the representation of race on stage.

This study explored the experiences of 13 culturally traditional women who returned to higher education as nontraditional students. An individual unstructured interview, with guiding questions, was held with each woman. This provided the opportunity for these women to articulate their experience. The interviews were transcribed and interpreted using a synthesis of qualitative methods based upon Kvale's method. Seven themes emerged: (a) participants would tell a woman considering a return to school to "do it!" (b) participants saw spousal support as significant in their ability to return to school, (c) participants saw their families as generally supportive of their return to school, (d) participants felt their spirituality increased when they returned to school, (e) participants were surprised they did well academically when they returned to school, (f) participants felt returning to school had increased their world view, and (g) participants valued higher education and wanted to finish something they had started. The implications of this study support the need for a more open dialogue about the experience of a traditional woman as she returns to obtain her undergraduate degree as a nontraditional student. The support of family and institutions appear integral to both retention and completion for these women who now make up a significant portion of those presently attending institutions of higher learning.

Previous research about undergraduate students with nontraditional college experiences has focused primarily on students' demographic characteristics, their deficits compared to residential students, and their risk for attrition. This case study conducted at a university branch campus in the Midwest examined undergraduate college experiences at a campus where nontraditional college experiences are typical. Case study findings revealed that college students were defined by their rich and detailed biography of prior life experiences, successes and challenges for student transition, and experiences with academic and social engagement. Findings also revealed students' strong sense of motivation and ability to thrive and succeed in college.

Thesis (Ed. D.)--West Virginia University, 2002. / Title from document title page. Document formatted into pages; contains ix, 142 p. : ill. Includes abstract. Includes bibliographical references (p. 108-115).

This dissertation reports the results of a qualitative study conducted at a community college in central Texas. Through a grounded theory approach, participant stories were used to capture the experiences of adults with a GED who transitioned to and were persisting in college. Research questions used to guide the study were: (1) What factors contribute to the decision of adults with a GED to enroll in community college; and (2) What factors do adults with a GED report influence their persistence in community college? Eight students participated in the study through individual interviews. Student demographic information was reviewed to develop a thorough and accurate profile of the study participants. Also, three Recruiting/Advising Specialists were interviewed to capture their perceptions on the experiences of GED graduates in transitioning to and persisting in college. This research demonstrated the positive effect education can have in the lives of the participants and their families. After having little to no previous exposure to higher education, students developed a realization that education was an imperative in order to improve their quality of life. This realization was instrumental in the decision by the study participants to pursue a GED and transition to college. Through the assistance of intrusive advising by Recruiting/Advising Specialists, students were able to successfully navigate the college system. Support during GED preparation was established in the GED classroom and continued for most students throughout their transition to college. When in college, students were comfortable developing relationships with faculty in order to have a source of academic support. Eventually students had a network of student and academic support that gave them a sense of belonging at the college. / text

The growth of the community college has created an access point for many students that traditionally would not pursue higher education. Although community colleges have soared in enrollment in the last forty years, the rate at which students persist and graduate has remained low compared to four-year institutions. Studies on college persistence and academic achievement indicate that there is a consistency of characteristics among community college, low-income, and first-generation students. Behaviors traditionally associated with persistence, such as integration within the institution, are not characteristic nontraditional students because they tend to have closer connections with the environment external to the college campus. Missing from the literature are studies that examine the motivational factors that encourage persistence in spite of the risk factors. The twofold purpose of this study was to examine the effects of nontraditional students’ extrinsic motivation on their intrinsic motivation for attending college and to examine how the effects of environmental and background influences on intrinsic motivation are mediated through extrinsic motivation. Two surveys, The Academic Motivation Scale and the Factors Influencing Pursuit of Higher Education Questionnaire, were administered to 151 students from two community colleges in the Southeast. Through hierarchical regression analysis and path analysis the study examined how nontraditional students’ intrinsic motivation levels for attending college was affected by background influences (locus of control, perception of barriers, and self-efficacy), environmental influences (family and friends support), career goal attainment, and socioeconomic mobility. The results of the study indicated that career goal attainment, locus of control, and support of friends had a positive direct impact on students’ intrinsic motivation levels. The results also revealed that several of the background and environmental influence variables had an indirect effect on intrinsic motivation mediated through the extrinsic motivation variable of career goal attainment. The findings from this study add to the current retention, persistence, and motivation literature.