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Dissertation/Thesis Abstract

Gaining insight on the experiences of reinstated undergraduate students
by Osborne, Jennifer Ames, Ed.D., California State University, Long Beach, 2013, 169; 3574910
Abstract (Summary)

Students who have achieved academic success after reinstatement are largely overlooked in higher education. Studies on academic success and the experiences of reinstated students are fewer and less informative compared with the studies of students on academic probation and those at-risk. This study explored, through the use of a qualitative thematic approach, the experiences of reinstated students who persist to graduation and the barriers or contributing factors that they felt have influenced their success.

The findings from the study identified whether the students perceived the experiences that affected their academics as institutional or as personal barriers. Using Schlossberg's transition theory as the theoretical framework, this study identified that during the time of academic difficulty students predominately perceived their struggles as personal issues and were lacking in one or more of Schlossberg's 4 Ss (Self, Situation, Support, Strategies). Upon gaining resources with the 4 Ss they gained academic success. The findings also identified sub-themes that emerged within the 4 Ss during a student's academic struggles and eventual success, such as, Self (lacking and gaining maturity); Situation (unexpected life transitions and medical issues); Support (not utilizing resources and benefiting from advisors, faculty, and significant others); Strategies (utilizing and understanding policies and taking time away from their academics).

The themes expressed by participants suggest that universities use a more theory based approach in advising and readmission to focus on the whole student's self-identity and situation not just courses and curriculum. The results also suggest a possible expansion of the Schlossberg transition model. The 4 Ss provide a framework for the student to understand their resources within the transition, however; the concept of recognizing and sustaining their resources in future transitions could prove beneficial when working with students who are struggling academically due to a transition.

Indexing (document details)
Advisor: Kim, Simon
Commitee: Haviland, Don, Mahoney, Lynn
School: California State University, Long Beach
Department: Educational Leadership
School Location: United States -- California
Source: DAI-A 75/02(E), Dissertation Abstracts International
Subjects: School counseling, Higher education
Keywords: Academic disqualification, Readmission, Reinstatement, Schlossberg, Nancy, Undergraduate
Publication Number: 3574910
ISBN: 978-1-303-52098-3
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