Doctoral Dissertations

Date of Award

8-1992

Degree Type

Dissertation

Degree Name

Doctor of Education

Major

Educational Administration and Supervision

Major Professor

Timothy J. Pettibone

Committee Members

Walter Cameron, Peter Husen, Samuel Wallace

Abstract

This study compared needs and concerns of black and white nontraditional students (students 25 years of age or older) attending the University of Tennessee, Knoxville. The study further identified institutional resources, in four-year colleges and universities in the state of Tennessee. Black and white nontraditional students were surveyed to determine their demographic characteristics and educational needs based on five facet areas within their college experiences. The five facet areas are as follows: (1) Academic Survival Skills, (2) Personal Development, (3) Instructional Patterns, (4) Institutional Curricular Services, and (5) Institutional Support Services. These needs were tested for differences according to gender, attendance status, employment status and marital status. One hundred and ninety-one students participated in the study; 52 black adult students and 139 white adult learners.

Twenty-three four-year colleges and universities within the state of Tennessee with enrollments of 500 or more, participated in the survey of institutional resources. aspect of the study determined institutional services offered to nontraditional students in thirteen areas of the university: admissions and records, financial aid, orientation, remedial and developmental services, peer support services, family services, placement services, student activities, veterans affairs, counseling services, This library services, miscellaneous services, i.e., bookstore, and community contacts.

Statistical analyses used in the study were chi square, t-test, analysis of variance, frequency and percentage calculations, means and standard deviations. A significance level of .05 was utilized for statistical testing.

The findings were as follows: (1) Black and white nontraditional students had equal levels of educational attainment; two-thirds of the participants were female, married with dependent children, working part-time or full- time. (2) Black and white nontraditional students had high needs for speedy registration process and preregistration. They also had a need to receive credit for their life experiences. Black students had a very high need for receiving financial aid, whereas their white counterparts had a very high need to excel in their courses by receiving A's and B's. (3) There were significant differences between black and white nontraditional student responses in the Institutional Support Services facet. (4) There were no differences in the perceived needs of male and female nontraditional students. However, there were significant differences in the needs of black and white nontraditional students based on marital status. (5) The majority of the institutions participating in the survey indicated they are providing specific services to nontraditional students.

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