They see you for who you are: How faculty promote nontraditional undergraduate women’s persistence

• In Event: Roundtable Session 10
  In Roundtable Session: The Faculty Role in Promoting Nontraditional Student Success

Abstract

Bensimon (2007) calls the field of postsecondary education to extend recognition and accountability for student success to institutional agents. Tinto (2000) states that the classroom may be the only place where nontraditional students construct their college life. And yet, the classroom, institutional agents, and faculty are not often researched in the literature on college student success and persistence (Barnett, 2010; Tinto, 2000). This paper uses critical race theory and grounded theory methodology to share the stories of nontraditional undergraduate women about how their faculty interactions have promoted their persistence. Related to the theme of “Non Satis Scire,” this paper also discusses how to translate valuable student insight into lessons for faculty.

Author

• Danielle Ferioli Sulick, University of Denver