Implementing Academic Probation and Its Outcomes in Undergraduate Students: A Systematic Literature Review

• In Event: Sunday Roundtable Session 3:05 pm
  In Roundtable Session: Engaging Critical Discourse Analysis and Systematic Literature Review Methods to Study College Access and Success (Table 24)

Abstract

Despite high participation and great efforts to promote access to higher education, after-the-gate barriers prevent some students from progressing successfully through their course of study. Accountability policies, such as academic probation, are concerned with the quality of graduands and their education. Rather than supporting student progress, academic probation reinforces society’s oppressive tendencies with sanctions to students with low performance. Utilizing interventional and non-interventional studies conducted at four-year undergraduate institutions, this study offers a systematic literature review on the efficacy of academic probation through modes of implementation and the immediate to short-term academic, psychosocial, and behavioral outcomes experienced by students. Findings from the study hold implications for progressive policymaking and supporting oppressed student populations on campus.

Author

• Susan He, University of Toronto