Enrollment and Retention Barriers Adult Students Encounter.

Abstract

By estimate, more than 47% of enrollees in U.S. higher education institutions can be classified as adult learners (Creighton & Hudson, 2002). Adults pursue higher education for various reasons including personal enrichment, change of career, or a requirement for promotion. The majority of adult students enroll in colleges fulfill educational and training needs. Adult students may face barriers when attempting enroll in college. Program planners must understand characteristics of adult students, recognize social issues, and identify with cultural issues effectively develop training and degree programs that not only attract students, but also encourage student retention. Community colleges have the ability reduce or eliminate student barriers and subsequently prepare adults for the work force. Introduction Though some adult students choose begin postsecondary studies at colleges, there is also an emerging pattern of adults returning colleges complete programs or learn new skills. Community colleges serve the majority of students interested in upgrading skills or changing careers (Horn & Nevill, 2006). Adults interested in pursuing training, certificate, or degree programs often confront a variety of barriers such as lack of academic preparation, lack of finances, social issues, cultural issues, and overwhelming family responsibilities. The accurate identification of barriers for target groups assists college administrators in planning programs that will reduce barriers and meet the needs of adult students. When student needs are met, the likely outcome is increased student enrollment and retention rates. The role of colleges Community colleges have been providing opportunities students for more than one hundred years and have become the largest sector of higher education (Boggs, 2004). The missions of colleges are ever evolving because the communities served are changing. Community colleges play several roles in attempting meet the varied needs of their constituents (Bragg, 2001). The primary purpose of public two-year schools is to serve the social and cultural needs of the communities of which they are a part (Hanson, 2006, p.132). Community colleges prepare students be contributors their communities by providing learning experiences beneficial both the students and society. College programs in a multitude of communities connect cultural, social, psychological, economic, political, environmental, and technological elements (Galbraith, 1992). These programs must react the elements present in the communities served. Preparing students enter or re-enter the workforce, providing language and citizenship courses, and educating low-income and first generation students are services that benefit both students and society (Boggs, 2004). Two niches have always been filled by colleges: preparing transfer students for enrollment in four-year institutions and preparing students for the workforce (Geigerich, 2006). Higginbottom and Romano (2001) declare that community colleges see themselves as the workforce training centers of the 21st Century (p.255). Some partner with the by serving as contractors job training and welfare programs and offer a variety of education, training, and economic development activities (Grubb, 2001). Ensuring that citizens have the capacity fully participate in the American democratic system is also a goal of colleges (Hanson, 2006). The democratic environment of colleges appeals students who seek improve their lives through education (Laanan, 2000). They are a vital source of educational opportunity for millions of Americans and contribute state and national economies (Bailey, 2005). Designed be open-door institutions, colleges enroll a much wider variety of students than four-year colleges and universities (Bailey & Alfonso, 2005; Boggs, 2004). …

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