NON-TRADITIONAL STUDENTS
Name
Course
Professor’s Name
Institution
Location
Date
Non-traditional Students
The authors make several assumptions, which highlight why non-traditional students find it hard to transition to university. In the developing of the article, they significantly employ Bourdieu’s theory of the field. The theory states that individuals position in a new field (university for this case) is determined by habitus (individual’s general constitution) and capital (social, economic and cultural factors) (Wacquant, 2004). The authors claim that the student struggle is exacerbated due to that their habitus and capital – which they have developed from schools and family – mismatch in the new field. The mismatch includes unaware of the university’s rules and norms; unable to identify sporting or leisure activities; and finding it hard to form social connections. They, therefore, generalize that to facilitate a smooth transitioning of non-traditional students to the university, cultural change is a prerequisite in the institutions. These facilities should move away from their cultural notion that; students need to adapt to university. Instead, the facilities should evolve and provide the avenue for these students to enhance their capital and habitus. On top of ensuring their transition, it will offer positive effects on their academic and well-being.
In reaching to their assumptions and recommendations, the authors considered several diverse perspectives they obtained in the overall research. However, other views opposed their assumptions. The diverse perspective is mentioned by Cacioppo and William (2008). They state that social support to be provided to the students depends on their habitus; that is, others will need more than others. In terms of opposition, one of the participants in the research declared that “Directing her to external support… created further feelings of social isolation and a sense that she did not fit into the world of university” (Meuleman, 2014), and others do not see the need of university community, “don’t really have anything to do with uni outside of study. I kind of feel like I go there just for lectures, and then just head home again” (Meuleman, 2014).
The work done by Meuleman et al. is credible, due to them utilizing different pieces of sources which enhance the evidence’s trustworthiness. The whole research is centered primarily on a cohort study. They have identified a defined population – non-traditional students – who have been exposed to the university system and eventually attempt to determine their experience in the higher education. Through the help of focus groups and an online survey, they gather the necessary data required in coming up with a conclusion. The authors not only employ this evidence to support their claims, but they also use primary and secondary sources, mostly journal articles. In taking a look at their appendix, practically all of the references are peer-reviewed articles, and they have been published in journals like: International Journal of Qualitative Studies on Health and Well-Being; Journal of Sociology of Education; and International Journal of Inclusive Education, as well as in publications. All of these scientific sources support the authors claim. For instance, this statement “Any incongruence or mismatch between student’s habitus and the institutional field can contribute to a sense of being ‘a fish out of water” (Meuleman, 2014) is modelled from the works of Leese (2010), and Longden (2004).
The authors’ research is sampling biased. They only study the non-traditional lot. The lot comprises of three groups. The first group is students admitted to universities with no family member who has attended the university. The other group is international students, and finally, the last one is rural students – those who have relocated and have left behind their environment and family support networks. The research, however, fails to include the traditional students and subsequently comparing the two lots. Maybe, the experience of the non-traditional lot is faced by the other lot. Furthermore, the responses of the students can be tainted. They may give out incorrect information or excuses to defend themselves from academic failure or lack of socialization support.
Reference
Cacioppo, J.T. and Patrick, W., 2008. Loneliness: Human nature and the need for social connection. WW Norton & Company.
Leese, M., 2010. Bridging the gap: supporting student transitions into higher education. Journal of further and Higher Education, 34(2), pp.239-251.
Longden, B., 2004. Interpreting student early departure from higher education through the lens of cultural capital. Tertiary Education & Management, 10(2), pp.121-138.
Meuleman, A.M., Garrett, R., Wrench, A. and King, S., 2015. ‘Some people might say I’m thriving but…’: non-traditional students’ experiences of university. International Journal of Inclusive Education, 19(5), pp.503-517.
Wacquant, L., 2004. Following Pierre Bourdieu into the field. Ethnography, 5(4), pp.387-414.