A Phenomenological Study of the College Student Disciplinary Suspension and Reenrollment Experience

• In Event: AERA Poster Session 1
  In Poster Session: Division J Poster Session: Student Learning and Development

Abstract

This study, representing a first, fills a gap by analyzing the college student disciplinary suspension and reenrollment experience and highlights the educational nature of student conduct systems. The research questions were: How do college students experience disciplinary suspensions?; Why do college students choose to reenroll after serving a disciplinary suspension?; How do college students experience reenrollment following a disciplinary suspension? Six college students from different institutions participated. Schlossberg’s (1981) Transition Theory (Figures 1 through 3) and Karp and Clear’s (2000) Community Justice Model (Figure 4) were used to analyze common lived experiences. This study demonstrated that disciplinary suspensions are dynamic and multi-faceted, provide growth and development for college students, and can be a meaningful part of the conduct process.

Authors

• Isaac Alejandro Rodriguez Lupercio, Mt. San Antonio College

• Chris M Lucas, University of Hawaii - Manoa